Education hub magazine 2

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CONTENTS
PUBLISHER/EXECUTIVE DIRECTOR
Catherine Oginni (Mrs.)

EDITOR - IN - CHIEF
Adebayo Amodu
EDITORS
Omolehinwa Aramide
REPORTER/RESEARCHER
Eneanya Gideon
Animashaun Oluwaseun
CORRESPONDENTS
Adewunmi Joseph
Ugwoke Mercy
Egbe Adesuwa
Benjamin Gift
CREATIVE ARTIST
Wale Hammed
PRODUCTION
Lawal Taofeeq
Nnaji Bright
COLUMNIST
Funmilola Padonu
Olanrewaju Temitope
LEGAL CONSULTANTS/ADVISERS
KEHINDE OGINNI & CO.
ADVERT/MARKETING EXECUTIVES
Osakwe Gloria
Anthonia Makanjuola
EDITORIAL BOARD
Barr. Kehinde Oginni
Chief (Mrs.) Modupe A. Jemibewon
Chief (Mrs.) Olufunke Davies Jones
Professor Isaac Olawale Albert
EDUCATION HUB
MAGAZINE
Education Hub Magazine
is a bi – monthly publication of IKOG CONSULTING LTD of Plot
142, Poatson House, Oba Akran Avenue, Ikeja, Lagos, Nigeria & UK
Correspondent Office:146, Deptford High Street, London Se6 3NU.
Tel: +2348035095770; +2348172865079, +447916308559;
E-mail: eduhub@ikogconsulting.com
Website: www.ikogconsulting.com,
Blog www.nigeriaeducationhub.com
All rights reserved. Reproduction in any form, in whole or in part
without prior written permission, is forbidden.
1EDUCATION HUB
The 2015 Ranking Of Universities
in Africa by Webometrics
Technical Education:
key to national development
Outstanding Private Schools in
Lagos that have stood the test of
time
Evaluating your own Teaching
Law as a Profession

US injects $2m fund in support
of safe school initiative in Nigeria
LOCAL NEWS
T
he Safe School is an initia-
tive of the Nigeria Business
Community and the Federal
Government for education
of children across the
country. The initiative was
conceptualized in response to the serial
attack on schools, students and teachers
across the country, particularly the sad
incident of abduction of over 200 girls
from Chibok community in 2014. The
initiative was launched by the President
Goodluck Jonathan and the UN Special
Envoy on Education, Mr. Gordon Brown
in a novel intervention geared towards
making schools across the country safer
and more conducive for learning for both
the teachers and students
To demonstrate her commitment to
this initiative, the Federal Government
of Nigeria has contributed a whooping
sum of $10 million dollars to support the
laudable idea. As a mark of international
approval, the U.S Government, through
the USAID, has made a donation of $2
million dollars into this Multi-Donor
Trust Fund and signed a Memorandum of
Understanding with the Nigerian Govern-
ment through the Minister for Finance. In
the same vein, the government of Qatar,
through the Qatar Foundation, has also
made a contribution of $2 million dollars
into the fund. The Multi- Donor Trust
Fund is domiciled at the Central Bank of
Nigeria. Other countries and institutions
across the world have begun to send in
contributions and grants. For instance,
the initiative has benefited from a con-
tribution of two million Euros from the
German government; a proposed grant
of one million dollars from the African
Development Bank, $1.5 million dollars
donation from Norwegian government
through the UNICEF; UK support of one
million pounds in technical assistance
and $10 million dollars pledge by a coali-
tion of Nigerian Business Leaders.
The Finance Minister, Dr. Okonjo -
Iweala said in an attempt to complement
the effort, a separate Multi-Donor Trust
Fund (MDTF), had been set up within
the UN system through Gordon Brown’s
effort in support of the initiative which
would be managed by the UNDP, UNI-
CEF and UNOPs, all in a bid to source for
donations from other governments and
donor agencies.
As part of
the terms of
reference of
the initiative,
the Nigerian
government
had reportedly
provided full
scholarship for
2,400 school
children from
Adamawa,
Borno and Yobe
states to enable
them transfer
to 43 Federal Unity Schools across the
country. The Federal Government is
also partnering with international NGOs
to offer scholarships to some victims
of insurgency to enable them study in
universities abroad. It is also good news
to the stakeholders in the education
sector to hear that with the support of
UNICEF, education would be provided to
children in Internally Displaced Person’s
(IDPs) camps and host communities. So
far, about 28,679 children had report-
edly been enrolled into basic education
through the double shift schooling system
operational in the above mentioned
States. Of these, 1,692 have been enrolled
into Junior Secondary School, through
UNICEF with provision of 35,000 school
bags with learning materials and `400
school in box’ provided by the Federal
Government of Nigeria to support the
IDP learners,’’ she said,
The US Ambassador to Nigeria, Mr.
James Entwistle, said the aim of the
donation was to support education of
children especially from northern Nigeria
where enrolment was low, while it is also
part of the US government’s support to
Nigeria’s effort towards eradication of
terrorism. The initiative would man-
age school based interventions, such as
the improvement of infrastructure and
furnishings, provision of teaching and
learning materials, among others.
I
am indeed glad for a dream come true as I write
this Maiden Editorial Message of the Education
Hub Magazine. With this big step, education
discourse has taken a new dimension in Nigeria
as the voices, faces, ideas, opportunities as well as
challenges facing education in Nigeria is brought to
the front burner in a unique and historic manner. We
conceptualized this specialized magazine with a focus
to lend a strong voice and give faces to diverse issues,
analysis and news from both local and international
perspectives all in attempt to address the needs of
various stakeholders in the sector.
To us, less emphasis is placed on education report-
ing when compared with the high number of enter-
tainment, policy, political, sports and social maga-
zines on our newsstands. This development clearly
demonstrates that education, the bedrock of the
society is receiving the least attention in the journal-
istic world. Sadly, on few occasions that education
news makes its way to the newspapers or magazines,
the challenges in the sector are usually the focal point.
Education Hub magazine is well positioned to high-
light the huge prospects and opportunities inherent
in the education sector; make a case for a paradigm
shift from the usual thinking about the sector towards
a new order while also keeping tab on the gargantuan
challenges faced by the sector.
In this maiden edition, we highlight issues that we
consider pertinent to the development of the educa-
tion sector in Nigeria, particularly issues that have
long been debated and often not given proper atten-
tion afterwards. Our resourceful team of researchers
and correspondents did justice to the role of technical
education in nation building. This is critical at this
stage of our national development as more attention
has shifted to the employment of expatriates in the
construction, information, communication and other
sectors of the Nigerian economy.
Also in this edition, we beamed searchlight on the
place of private universities in Nigeria with a view to
understanding the prospects and challenges faced by
these critical stakeholders. This becomes imperative
in the light of the recent ranking of universities in Af-
rica by Webometrics where the first Nigerian Univer-
sity to make it to the list is a private University.
No doubt, this editorial cannot capture all the
captivating features in this edition. However, I urge
all our readers to the liberty to read the magazine
and I am cocksure that a good number of the reading
public will concur with me that education reporting in
Nigeria has truly taken a new dimension. Please stay
with us.
Catherine Oginni
Our Giant stride
Vision
To build a new breed of thoroughbred professionals capable of
transforming Nigerian economy through innovation, technol-
ogy and education.
Mission
To place education at the centre stage of national discourse
through balanced reporting geared towards transforming lives,
institutions and Nigeria’s education system.
PUBLISHER’S NOTE
Firstdegreetobethe
minimumteaching
qualificationinNigeria
Since 1980, the minimum teach-
ing requirement in Nigeria has been
the National Certificate in Education
(NCE) but a proposed change in the
status quo has been announced by
the Minister of Education, Ibrahim
Shekarau, who broke the news on the
plans of the Federal Government of
Nigeria to make University first degrees
minimum teaching qualification in
Nigeria. Initially, primary school leav-
ers were engaged in teaching but this
was changed and raised to a minimum
qualification of Teacher Grade III in
the 1960s and sometimes in the early
70s, it was minimum of Grade II which
was later changed in the early 80s to
minimum of NCE.
The need to consciously and continu-
ously increase the number of teachers,
improve the quality of teachers, raise
the condition of teachers’ training
institutions as well as periodic review
of curriculum are essential in address-
ing the myriads of challenges faced by
education in Nigeria
3EDUCATION HUB

The 2015 ranking of
Universities in Africa
by Webometrics
LOCAL NEWS
A
recent Webometrics rating of
universities in Africa placed Cov-
enant University, Ota, Ogun State
as the first Nigerian University on
the list, a development that can be inter-
preted to mean that the ranking has placed
Covenant University as the best University
in Nigeria. According to the ranking, Cove-
nant University ranks higher than Obafemi
Awolowo University, OAU; University of
Ibadan, UI; University of Lagos, UNILAG
and University of Ilorin, UNILORIN, as
Nigeria’s best institution. Here is a list of
the first 25 Universities in Africa according
to the ranking.
LOCAL NEWS
Nigeria Universities
that made it into
Webometrics 2015
ranking
1. Covenant University, Ota
2. Obafemi Awolowo University, Ife
3. University of Ibadan, Ibadan
4. University of Lagos, Akoka
5. University of Ilorin, Ilorin
6. University of Agriculture, Abeokuta
7. Ahmadu Bello University, Zaria
8. Federal University of Technology, Akure
9. Landmark University, Omu Aran
10. University of Nigeria, Nsukka
Controversies have however trailed the ranking
especially from the camp of many Nigerian stu-
dents who hold opposing opinion about Covenant
University, CU being ranked the best in Nigeria.
Many asked what the yardstick was for ranking an
institution like Covenant University above other
foremost Federal Universities in Nigeria. Shortly
after the ranking was announced, the Vice - Chan-
cellor of CU, Professor Charles Ayo, reacted by
stating confidently that the institution would not
rest on its oars until it becomes it joins the league
of the best 10 universities on the African continent.
This ranking also coincides with the report that the
University has made plans to reduce the tuition fees
at the shortest possible time all in a bid to attract
more students who would like to benefit from the
qualitative education the University offers.
4 EDUCATION HUB 5EDUCATION HUB

6 EDUCATION HUB
Technical Education:
key to national development
Experts say quality investment in technical education in Nigeria is the panacea to
the current skills gap and rising unemployment in different sectors of the nation’s
economy
A
fter over 52 years of indepen-
dence that has not produced
much to cheer for her citizens,
a synopsis of Nigeria in relation
to the global economy would read like
this: A country endowed with diverse
natural and human resources - oil, natu-
ral gas, large expanse of arable land and
other minerals. It has a large population
estimated to be 160 million going by the
record of the last census conducted in
Nigeria. But the country has three criti-
cal problems: poverty, corruption and
unemployment. Cases of Corruption in
the country have continued to be on the
astronomical rise to the extent that it
has almost turned out to be a national
culture. This progression is linked to
fundamental factors like unemployment
and poverty among others.
The nation’s power, transport, health,
educational and industrial sectors are
all in shambles. Consequently, unem-
ployment and crime have become a big
source of worry. Over the years, millions
of school leavers and graduates of tertiary
institutions find it difficult to secure
gainful employment. Statistics show that
unemployment in the country is increas-
ing at an alarming rate. According to
the United Nations, only three out of 10
fresh graduates in the country are sure of
employment. Also, the National Bureau
of Statistics revealed recently that unem-
ployment rate in Nigeria is always on the
increase. It revealed that out of over 90
million youth population, about 56 per-
cent are unemployed while only 9 percent
are underemployed and only 35 percent
are employed. Youths between the ages
of 15- 24 and 25 - 44 are said to be mostly
affected especially those in rural areas.
Every year, various tertiary institutions in
the country churn out graduates and this
further compound the problem of unem-
ployment because the jobs are not there.
Therefore, many of the nation’s graduates
are becoming economically dependent
on their parents because they lack the
necessary occupational skills to be self-
employed. However, educationists say
these skills can be provided by technical
education. They contend that technical
education can be a vehicle for addressing
the current skills’ gap in different sectors
of the nation’s economy. The National
President of Young Nigerians for Change,
Comrade Edwin Ekene said the issue of
skills acquisition for the teeming youths
in the country needed urgent attention
because of its importance in the face of
outright failure the nation’s basic educa-
tion.
According to him, as a result of high
unemployment, there is high prevalence
of many Nigerian graduates engaging in
armed robbery, militancy, kidnapping
and a host of others criminal activities. It
is his strong belief that technical educa-
tion can be a tool for reducing unemploy-
ment. He said, ‘‘Government should
stop paying lip service to training
technicians. It is one of the key ele-
ments to the development of any
nation. See what the Asian Tigers,
including the Japanese are doing.
Most of these expatriates you see in
Nigeria are not university gradu-
ates; they are technicians and
Nigeria should emulate them when
the youths are exposed to techni-
cal skills in their various vocations
7EDUCATION HUB
like masonry, metal works, weld-
ing, automobile mechanics and
carpentry, they are not likely to
look for any white-collar jobs; they
are likely going to start their own
businesses and employ people. It
is an idle hand that the devil finds
work for.’’
Similarly, a university don and an
expert in Technical Education who is also
a lecturer at the Department of Science
and Technology Education, University
of Lagos, Stephen Adenle is of the strong
opinion that government could facilitate
a programme where people who have
gained skills from technical colleges are
transferred to the industry. His words:
‘‘Government award contracts to big
companies, they can put these gradu-
ates or craftsmen or artisan under those
contractors to put into practice the skills
they acquired in the university. We had
an exhibition at Lagos Television complex
LTV where students from technical col-
leges displayed what they have produced.
I tell you they have what can compete
with anybody from the developed world.
Our problem is that we don’t value what
we have”.
Technical education is a tool for the
production of successful entrepreneurs in
the country. Findings show that about 70
percent of small scale industries or busi-
nesses that are found in Nigeria today
are owned by technologists. For example,
businesses like furniture making, metal
fabrication, mechanical/concrete indus-
tries, block making firms and some con-
struction industries, etc, are run by tech-
nologists. It would therefore not be out of
place for technologists and technicians to
be fully involved in entrepreneurship, as
this has proved to be one of the channels
of growth of most emerging economies.
According to Britannica, a general Eng-
lish Language Encyclopedia, technical
education is the academic and voca-
tional preparation of the students for jobs
involving applied science and modern
technology. It is a planned programme
of courses and learning experiences that
begins with exploration of career options,
supports basic academic and life skills
and enables achievement of high aca-
demic standards, leadership, preparation
for industry defined work and advanced
education. Technical education gives
individuals the skills to work as a produc-
tive citizen in a global society. It is both
the academic and vocational preparation
of students for jobs involving applied
science and technology. The principal aim
of technical education is to turn out the
skilled manpower needed for industrial
and technological development.
It is no gainsaying that technical
education holds the key to national
development and that no meaningful
development could be achieved by a
nation without sound and qualitative
technical education. People who learn
technical skills at the polytechnics and
universities are called technologists. At
the polytechnics, it is four years of study
with two periods of industrial exposure
- four months and later one year. This
institution awards diplomas -Ordinary
National Diploma, OND and Higher
National Diploma, HND. The polytechnic
system was designed to produce middle-
level manpower. Their curriculum is
designed and regulated by NABTEB.
In Nigeria, the National Business and
Technical Examination Board, is the body
charged with the responsibility for the
general conduct of craft level technical
and business examinations conducted by
various bodies notably the Royal Society
of Arts of London (RSA), City and Guilds
of London Institute (C & G) as well as
Technical and Business Examinations
conducted by the West African Exami-
nations Council (WAEC). In addition,
the Board has the statutory mandate to
conduct other specified examinations on
behalf of, or in collaboration with other
examination bodies or agencies; issue
results and certificates and make awards
in examinations conducted by it; moni-
toring , collecting and keeping records of
continuous assessment in technical col-
leges and allied institutions towards the
award of certificates in National Business
and Technical Examinations and conduct
research, publish statistics and other
information in order to develop appro-
priate examinations, tests and syllabi in
technical and business studies.
On the other hand, universities cur-
riculum is designed and regulated by the
National University Commission, NUC.
As for the university system, it runs four
or five years Bachelor of Technology
programme with six months industrial
attachment exposure. No economy can be
vibrant when the prerequisite skills are
lacking. Therefore, technical education
will go a long way in bridging the gaps
in nation’s economy when students are
being equipped with relevant and needed
skills to be productive.
Since Nigeria is a developing economy,
a lot of infrastructural development that
requires technical know-how is still need-
ed. Without skills which only the techni-
cal education can offer, most of the jobs
that will drive economic development
will still be outsourced to foreigners with
the right skills and knowledge. To this
end, technical education remains the the
bedrock of skill development of any na-
tion. Adenle said technical education has
been in vogue ever since the inception of
man adding that our forefathers engaged
in it in their rudimentary way. He also
said it was the advancement that made it
to be given the name technical education.
Quoting from the book of Exodus 31:7-11,
he said the biblical Moses made reference
to the works of craftsmen. Also, Ekene
believes technical education is the answer
to Nigeria’s quest for development and
transformation. According to him, the
power sector which is one of the major
challenges facing the nation as well as
mechanized agriculture, defence, health,
housing, aviation and virtually all min-
istries and their paraphernalia require
technical competence. He maintained
that the hoopla about vision 2020 will
be a mirage unless technical education is
given the proper attention it deserves in
Nigeria.
The country prides itself as giant of
Africa but lacks the technical capacity it
needs to become a leading economy in
the continent. These days, Nigerians go as
far as Niger Republic, Ghana, Benin Re-
public and other neighbouring countries
to bring in bricklayers and carpenters.
COVER STORIESCOVER STORIES
-Ugwoke Mercy, Eneanya Gideon, Egbe Adesuwa
Governmentaward
contractstobigcompa-
nies,theycanputthese
graduatesorcrafts-
menorartisanunder
thosecontractorsto
putintopracticethe
skillstheyacquiredin
theuniversity.Wehad
anexhibitionatLagos
TelevisioncomplexLTV
wherestudentsfrom
technicalcollegesdis-
playedwhattheyhave
produced.Itellyouthey
havewhatcancompete
withanybodyfromthe
developedworld.Our
problemisthatwedon’t
valuewhatwehave.

8 EDUCATION HUB
Those who have been patronizing local
artisans and technicians complain that
they are not as good as their foreign coun-
terparts. This explains why the foreign
technicians and artisans operating in Ni-
geria get more patronage. According to a
Lagos resident, Samuel Adedigba, “I have
suffered a lot of headaches due to several
disappointments from Nigerian artisans.
Now, people that work for me –electri-
cians, bricklayers, generator and vehicle
mechanics – are from neighbouring West
African countries.”Apart from Adedigba,
many Nigerians have tales of woe to tell
on their frustrating experiences with local
artisans. For instance, many people say
their experiences in trying to repair their
cars in Abuja have revealed the lack of
quality technicians that constitute a ma-
jor bottleneck to economic development
in Nigeria.
However, indigenous engineers have
condemned the over-reliance on foreign
artisans and craftsmen to execute proj-
ects in the country. The growing trend of
hiring foreign technicians and craftsmen
from outside of the country has led quali-
fied indigenous technicians and engineers
in the country into sourcing alternative
means for survival. This is so because
most of the foreign engineering compa-
nies in Nigeria have ‘silent’ directors from
people in governments, civil service while
some are business partner to legislators,
traditional chiefs and even the members
of the judiciary. This practice is view as
the height of corruption and it is rea-
soned that until this form of corruption is
eradicated, the country may continue to
see inflated costs of services all over the
country. All forms of corruption should
be eradicated as well to move Nigeria
forward. Experts believe that Nigeria’s
domestic economic future lies more in
developing our technical manpower and
skills than relying on expatriates. In this
lies the possibility of fixing our energy
problems, road problems and the likes.
Some educationists have urged the gov-
ernment to compel companies to adhere
strictly to quota system for the employ-
ment of foreign technicians so that jobs
meant for Nigerians will not perpetually
be taken over by foreigners. Investiga-
tions revealed that the Nigerian building/
construction industry which is the largest
employer of labour has about three mil-
lion jobs.
Pg. 7
COVER STORIES
9EDUCATION HUB
Pg. 10
Pg. 11
IVY LEAGUE
Outstanding Private Schools in
Lagos that have stood the test of
time
Atlantic Hall is a co-educational
full boarding secondary school set
in extensive and beautiful grounds
in Poka, Epe, a safe rural setting
close to the Atlantic Ocean. The
school has chosen to maintain its
existing population of about 650
pupils between the ages of 10-17
and has a staff-student ratio of 9/1
to allow for optimum learning and
to ensure each child is known. The
school is committed to and reflects
academic excellence and a well
rounded education. Atlantic Hall
was established in January 1989 by
the Atlantic Hall Educational Trust
Council - a registered non-profit
sharing organization. The body is
composed of members from various
professions who share a common
passion for a 21st Century Nigeria
with an enviable and competitive
standard of education. Academic
attainment and leadership are the
cornerstones of the school but these
are not exclusive.
What makes the School one of the
most sought after :
• The school has a rich history of
existence that spans over two
decades. This in itself depicts
mastery, recognition and ac-
complishment.
• The strong and rich blend of
curricula.
• The school is anchored on
academic excellence and has
over the years produced a lot
of accomplished and successful
graduates in different walks of
life.
• Atlantic Hall is a registered and
approved examination centre
of the University of Cambridge
International Examinations
(CIE).
• Opportunities to take Inter-
national Examination thereby
offering students admission
into choice Universities abroad.
Should you be interested in
enrolling your children or wards
into Atlantic Hall Schools, kindly
contact the school campus at Atlan-
tic Hall, Poka Epe, Lagos, Nigeria.
Telephone: +234(1)2912647 Mobile
+2347042932098. Email: enqui-
ries@atlantic-hall.net web: www.
atlantic-hall.net.
Atlantic Hall
Quests for Foreign Certificates
As quests for acquiring foreign university education increases among Nigerians, educationists and an-
alysts explain reasons for this trend and offer tips on what to look out for before deciding on a choice
of school or country to study abroad
That Nigerians place a lot of value on
education is no longer hidden. Every
year, parents and guardians spend bil-
lions of naira on the education of their
wards within and outside the country.
Today, there is a growing quest for for-
eign university education by Nigerians.
This trend is not unconnected with the
fact that many Nigerian scholars have lost
faith in the country’s educational system
and are desperately looking for ways to
leave the shore of Nigeria in search of
foreign education. The quest for foreign
education has seen many Nigerians
travelling to far flung countries such as
Finland, Australia, Malaysia and India
among others in search of university
admission. There are many reasons for
the growing trend of Nigerians seeking
education abroad. Some of these, accord-
ing to educationists include exposure
to research, up - to - date facilities and
-Adewunmi Joseph, Benjamin Gift

Greensprings School’s history dates back
to January 1985 when it started off as a
Montessori school offering nursery edu-
cation to children aged 2-5 years. Since
then, the school has grown remarkably
and is today one of the leading institu-
tions offering first class education from
their first campus, situated in the heart of
Lagos Mainland, with an initial student
body of 3 pupils. Greensprings has now
established a state of the art campus on
the Lekki Peninsula with student strength
of over 2,500.
What makes the School most
sought after?
• The school’ existence that spans three
decades. This depicts competence,
excellence and accomplishment. The
history of the school can simply be re-
ferred to as the making of the colossus
from 3 registered students to 2, 500
students strength.
• Adequate blend of curricula that fits
the Nigeria education market.
• Conducive and safe learning environ-
ment.
• The school runs from elementary to
Senior Secondary school thereby cre-
ating an easy and simple pathway for
various ages.
• Opportunities to take International
Examination thereby offering students
admission into choice Universities
abroad
IVY LEAGUE
To be admitted into the school, a formal
application must be made to be followed by
informal assessment for preschoolers and en-
trance examinations for years 1-10 after which
successful candidates are informed via SMS,
email or phone call.
www.greenspringsschool.com
info@greenspringsschool.com
+23418541472, 0704550244
The Anthony Campus
32, Olatunde Ayoola Avenue
Anthony, Lagos, Nigeria
The Lekki Campus
K/M 40, Lekki/ Epe Express Way,
Ibeju-Lekki (After Grown Estate), Lagos,
Nigeria.
10 EDUCATION HUB 11EDUCATION HUB
a consistent academic calendar. Fidelia
Ideha, a Nigerian studying at a university
in South Africa, said she opted to study
abroad because the educational system
over there is better organized. In her
words: “unlike Nigerian schools,
you will do a lot of practical work
and complete your programme
at the right time.” Nigerians spend a
fortune on foreign education. Revealing
how much Nigerians spend on foreign
university education, former Governor of
Central Bank of Nigeria, and now Emir of
Kano, Sanusi Lamido said that Nigerians
spend over one billion dollars annually
to acquire education in Ghana only. He
also disclosed that there are about 71,000
Nigerian students in Ghana, paying one
billion dollars annually as tuition fees.
Maxwell Uranta, a university lecturer
said that the quest for foreign certificates
amongst Nigerians is as a result of the
government’s failure to develop institu-
tions in the country. He maintained that
people go abroad for different reasons but
it is mainly because our institutions are
not well funded. He buttressed his point
by stating that it would take students
years to complete a PhD programme
in Nigeria but less than four years if
a student travels abroad for the same
programme. Like Uranta, speaking to an
Education Consultant, Mrs. Catherine
Oginni, an Executive Director at IKOG
CONSULTING, she said that one of the
main reasons why Nigerian scholars
account for higher percentage of interna-
tional students across campuses around
the world is largely due to the numerous
problems plaguing the nation’s educa-
tional system. To her, this trend has led
to increased quest for foreign education
by parents of those students who can
afford it.
She further identified poor fund-
ing and implementation of education
policies as some of the major problems
confronting the most important sector.
According to her, ‘the competitive
struggle for admission through
University Matriculation Exami-
nation and Post UTME test appear
too herculean for some students to
surmount given the fact that on the
average, about one million people
take the University Matriculation
Examination (UME) each year and
only about 250,000 can be offered
placement in all the universities
and polytechnics in the country.
The implication of this is that the
remaining number of students un-
able to gain admission in a partic-
ular year adds up to the fresh stu-
dents eligible to take the entrance
examination the following year, a
development that creates a back
log of un-admitted students run-
ning into over a million each year.
The question is: What happens to
this back log?
Mrs. Oginni contended that part of the
huge drive for foreign certificates is that
curricular developed by Nigerian Univer-
sities are not adequate to address con-
temporary global issues. Popular courses
in Nigeria include Medicine, Nursing,
Pharmacy, Civil Engineering, Account-
ing, Business Administration, Law, Mass
Communication and few other courses,
leaving students with desire for careers
in Plumbing, Music, Fashion Designing,
Film Editing e.t.c with no choice than to
pursue their dreams in other countries
offering such courses and other multi -
disciplinary opportunities. In the course
of our interaction with students over the
years, top study destinations include
USA, UK, Canada, Australia, Germany,
India and few other countries. A further
prognosis at the choice of study destina-
tions by students and parents revealed
that they are more interested in countries
that had exhibited great potentials for
qualitative research; offered worldwide
acceptance of degree certificate and made
giant strides in various academic fields.
For instance, Information Technology,
Medicine and Engineering are synony-
mous with the US, India and Germany
while students interested in studying
Law, Literature and related courses
always exhibit preference for UK. Nigeria
needs to be known globally for outstand-
ing academic excellence and scholarship
in a certain field in order to be able to
attract her own citizens and foreign stu-
dents as well to its universities, polytech-
nic and colleges. She said that the private
sector should also be encouraged to play a
key role in the development of our educa-
tion sector by way of sponsoring research,
collaborating with the government and
the universities in developing industry -
compliant curriculum. She went further
to say that notwithstanding the poor
quality of tertiary education in today’s
Nigeria, Nigerian students could do bet-
ter if the government gets right in terms
of policies and proper implementation.
She supported her point by stating that
Nigerian students often excel outstand-
ingly when they study abroad compared
to when they attend schools in Nigeria.
Responding to the issue of employabil-
ity rate of graduates from foreign schools
and those of Nigeria schools, Mrs. Oginni
stated thus: “the employability rate of
graduates of some renowned top British/
Canadian/US Universities is twice as high
as their contemporaries who graduated
from universities in Nigeria particularly
when considered in terms of chances to
land a good job anywhere in the world.
An MSc or PhD holder from say Glasgow
University, Scotland would no doubt
make such a person simply irresistible in
terms of employment as there is nowhere
in the world such a person cannot get
a job. This is not to conclude that none
of the Nigerian universities is unknown
in the international education market.
While they are very good and well known
ones, a good number of them are not so
popular and well rated. She concluded by
saying that the craze for foreign educa-
tion flows from the realization of the fact
that students who struggled to make good
grades from reputable schools in Britain,
Canada, United State.
Pg. 12
COVER STORIES

However, experts have urged parents and
guardians to do their due diligence very
well before sending their children and
wards abroad for studies. One, parents
have been advised to make sure they have
enough information about the countries
and the schools their children intend to
attend. Also, they need to have a contact
in the particular country where the school
is located. Mohammed Idris, an Educa-
tion Consultant based in Kogi State, said
that most parents are of the erroneous
beliefs that as long as a university is in
the UK or in the US, then it is good. There
are a lot of dodgy institutions whose cer-
tificates are not worthy. They are simply
money - making ventures that will come
to Abuja, Lagos or Kano, distribute the
best brochures in town while the qual-
ity of their education is not worth the
glamour of the public relations efforts,’’
he said. He advised that when parents are
making decision to send their children
abroad, they should not just give them
money as if the child is out shopping.
Many parents lose their children this way.
Frequently visiting your child and main-
taining contact with him/her on phone
will be helpful. In fact, in this age, parents
are encouraged to maintain facebook and
twitter accounts
and join the list
of friends of their
children on these
platforms in or-
der to sufficiently
monitor them.
Parents should
have copies of
their timetables,
their assignments
and also mandate
them to send cop-
ies of their results
to them once they
are available.
These are still not
enough as your
prayers, counseling and mentoring will be
useful throughout his stay in the school.
He advised that anyone who intends
to study abroad should seek adequate
consultation from experts who have the
experience before making their choices of
courses and universities, adding that for
engineering courses, foreign universities
will be a better option because most Nige-
rian universities don’t have the necessary
facilities to groom students in this field.
Anyone wishing to study Mechanical
Engineering may be advised to consider
United States, India or UK while Russia
and the US are ideal destinations for a
like Chemical Engineering and related
courses. As for Medicine, United States,
India and Canada are a good choice while
applicants for Computer Science and
related disciplines are look no further
than United States and India. Applicants
for law degrees and humanities can find a
good academic comfort in the UK and US
schools.
Pg. 11
12 EDUCATION HUB
COVER STORIES
Private Universities:
The Opportunities, Challenges
COVER STORIES
13EDUCATION HUB
Private universities in Nigeria have been in the forefront of offering high quality
curricular and ground-breaking innovations thereby giving hope of a better future
for the nation’s university education.
P
rivate universities are
fast gaining acceptance
among Nigerian youths
due mainly to stability of
their academic calendar. Unlike
what obtains in public universities
where students spend more years
than necessary following incessant
industrial strikes by the Aca-
demic Staff Union of Universities,
ASUU, lecturers and students in
private universities rarely embark
on industrial strike that could
jeopardize academic activities.
Ever since private universities in
Nigeria came in to fill a vacuum
in the nation’s tertiary education
sub-sector, the story has never
remained the same. The entrance
of private universities has brought
stability into the system while the
quality of education offered by the
private universities is said to be
a strong attraction to Nigerians.
According to Abiodun Olayemi
of Department of Educational
Foundations and Management,
Faculty of Education, Ekiti State
University, Ado-Ekiti, private
universities have raised academic
standard. In his words ‘‘they boast
of high standards of education
that seems to have eluded some
public universities,’’ When one
looks at it critically, many young
Nigerians that would have been
languishing in frustration of poor
access to university education are
now blazing the trail in these ivory
towers.
Private institutions of higher learning
is perceived to offer quality of education,
cater for a larger number of school-age
populations than government-sponsored
institutions while some of their students
have demonstrated outstanding excel-
lence and scholarship in their studies.
Not too long ago, an 18-year-old under-
graduate of Crescent University, Miss
Zulikha Ibrahim emerged came first in
ICT-based National Microsoft Competi-
tion far ahead of all many other partici-
pants from public universities. Also, the
atmosphere at the Covenant University,
Ota, Ogun State, was full of excitement
when a 19-year-old Wukeh Egem-Odey,
who obtained a Cumulative Grade Point
Average of 4.89 out of a possible 5.0
emerged the best graduating student.
Such excellent achievements are becom-
ing common in these ivory towers these
days. As if this was not enough, another
young scholar, Opeyemi Deborah Sodipe
bagged her doctorate (PhD) degree in
Business Information at Babcock Univer-
sity (BU), Ilisan-Remo, Ogun State at a
prime age 25 years.
The trend in university education
has not gone unanalyzed by watchers
of events as some have attributed the
remarkable feat to high emolument and
motivation provided by these schools
for their lecturers. For instance, Profes-
sor Oyewale Tomori, Vice Chancellor of
Redeemer’s University, Ogun State has
said the institution pays its staff salaries
-Adewunmi Joseph, Egbe Adesuwa
Pg. 14

that are about 10 per cent to 15 percent
higher than what their counterparts in
federal universities earn. Professors in
private universities earn about N700,
000 monthly as against N600, 000
by lecturers in public universities. At
Benson-Idahosa University, the univer-
sity recruits only top-ranking professors.
The President, BIU, Bishop Faith Benson-
Idahosa once told newsmen that in order
to ensure that the lecturers are abreast
of contemporary issues, the institution
routinely gives them special training.
Also at CU, annual training programme
called Executive Advance is organized
for all faculties and senior non-teaching
staff. Some programmes are organized
outside the country to give lecturers
the opportunity to compare notes with
academics from other parts of the world.
The essence is to enrich their knowledge.
Another strategy adopted by private
universities to achieve high quality educa-
tion is to admit fewer students and peg
the admission age of students in order to
avoid overstretching available facilities
and distractions. At CU, in furtherance
of its mission to attract and transform
young lives, the university, as a rule, does
not admit students who are above the age
of 22, and its female students are not al-
lowed to get married or become pregnant
until after their graduation. By pegging
the age limit of prospective students at
22, the university management believes
that such youngsters will easily be ame-
nable to rules and policies that would
shape and make them better individuals.
“Our commitment is: get these fresh
ones and give them the shape you think
will be most suitable for their destiny.
We don’t admit married people. Why, so
that they don’t influence or corrupt the
life of the young ones who are coming in;
because now, like you know, people come
into the university at 15 or 16. So, the
university management decided to put up
certain guidelines that will keep that envi-
ronment safe. You can’t get into Covenant
University outside the age of 22,”
said Bishop (Dr.) David Oyedepo, Pro-
Chancellor of the University. Private
universities are also blazing the trail in
research. Research is the hub around
which academic success is built. This
explains why private universities allocate
huge funds to get the best research facili-
ties.
CU is breaking new ground in research
as it is on record that the university had
invested over N2billion in the procure-
ment of engineering equipment for its
research work. The result was that three
certificates of patent were awarded to
the university by the National Office for
Technological Acquisition and Promo-
tion, NOTAP, Abuja, for three prod-
ucts produced by the university’s team
of researchers. The products include
pawpaw beverage, fermented rice and
culture medium. No wonder the uni-
versity won three awards and became
the overall second best among the 25
universities that exhibited over 200 sci-
ence and technology products during the
December 2010 Nigerian Universities
Research and Development Fair held at
the University of Nigeria, Nsukka, Enugu
State. At Redeemer’s University, research
is also given top priority. Each year, N20
million is allocated to research. However,
the university is yet to come up with
any research products or inventions to
show for its efforts. The management of
BIU believes that research is one thing
private universities should not sleep over.
To promote this area of learning, the
institution poached Ernest Izebvigie, a
Professor and Deputy VC from Jackson
State University, Mississippi, US, who
has within one year researched on vari-
ous issues, including the use of bitter leaf
to counter tumors and diabetes. Some of
the students of BIU have won awards in
Korea and India for their inventions. One
of the students invented a machine that
cleans shoes once the wearer steps on a
carpet.
The serene environment in several
private universities is also believed to
contribute to their success. With its array
of attractive structures, well maintained
flower lawns and good road network,
Babcock University, is arguably, one of
Nigeria’s most beautiful campuses. The
same is true of Madonna University,
Okija, Anambra State where students
testified that power and water supply are
constant. Discipline is another unique
selling point for private universities.
Operators of private universities are
known to instill discipline in their stu-
dents more than the managers of public
universities. At CU for instance, students
cannot step out of the campus without
the permission of the authorities; they
are forbidden from using GSM phones
on campus, they must adhere strictly to
certain dress codes and are also barred
from indulging in students’ unionism.
As part of the disciplinary measures,
students in private universities exit the
four walls of the institution only when
permitted. At Madonna University, the
situation is even stricter. Students have
to apply two days before the intended
exit and because the process is rigor-
ous, some students prefer to remain in
school till the end of a semester than face
the exit protocol. No matter the way it
is viewed, the disciplinary mechanisms
put in place by private universities have
positive impact on students and also help
in achieving high standards of education.
However, the story of university educa-
tion in Nigeria today has largely been that
14 EDUCATION HUB
COVER STORIES
Pg. 13
Ourcommitmentis:get
thesefreshonesandgive
themtheshapeyouthink
willbemostsuitablefor
theirdestiny.Wedon’t
admitmarriedpeople.
Why,sothattheydon’t
influenceorcorruptthe
lifeoftheyoungoneswho
arecomingin;because
now,likeyouknow,people
comeintotheuniversity
at15or16.So,theuniversi-
tymanagementdecidedto
putupcertainguidelines
thatwillkeepthatenvi-
ronmentsafe.Youcan’t
getintoCovenantUniver-
sityoutsidetheageof22,
of mixed fortunes. According to Olayemi,
there are many challenges confronting
private universities in Nigeria. Promi-
nent among them is inadequate funding.
He is of the view that running a private
university is a capital intensive venture
that a ‘trader’ cannot venture into. In his
words: ‘to run a university is not cheap
and unfortunately many private universi-
ties owners in Nigeria appear not to have
the financial muscle to bear the financial
burdens of these institutions adding that
the high cost of facilities such as building
for classrooms, offices, furniture items for
students and staff, laboratory equipment,
relevant books and journals in the library
in terms of procurement and mainte-
nance, however, constitute a very serious
problem to private universities’. Olayemi
further opined that some of the needed or
required manpower are not available to
some of these private universities. ‘Major-
ity of their staff, especial academic staff
are bottom heavy in terms of mix. Many
of these private universities are con-
tending with the problem of shortage of
faculty members to drive or beef up their
universities. ’ He asserts that non-profes-
sional teachers who are neither good nor
effective cannot be said to be contributing
much to quality education adding that
many of the lecturers are found to lack
both technical and personnel competenc-
es required in teaching because they are
not professionally qualified.
Another factor, according to him is the
wideness of social gap. He asserted that
education services provided by private in-
dividuals do create inequality and widen
the already existing social gap between
the children of the well-to-do Nigerians
and that of commoners. The children
of the rich have more access to private
universities than the children of the poor
and this has continued to aggravate the
social gap between the rich and the poor
in the country.
Also, former Vice Chancellor of the Uni-
versity of Ibadan, Professor Ayo Banjo
has suggested that funding of all universi-
ties in Nigeria, including the private ones,
should be jointly shared by the three tiers
of government and the proprietors, while
a little contribution is made by the ben-
eficiaries themselves. While maintaining
that no first-class university can be pro-
duced without adequate funding, Banjo,
who is currently the Pro - Chancellor and
Chairman of Council of Ajayi Crowther
University, Oyo, lamented that the most
serious problem facing universities in
Nigeria currently is that of inadequate
funding.
There seems to be a popular opinion
among Nigerians that many private
universities owners are motivated by
profit rather than service. It has also been
argued that many Nigerian private uni-
versities are also in dire need of adequate
human capital, modern infrastructure
without which one cannot run and man-
age an ideal university that is globally
competitive and locally relevant.
Realistically, most of the owners of
the private universities in the country
are businessmen and women who have
invested heavily in education and there-
fore expect returns on their investments.
Some academic scholars have maintained
that the quest to recoup investments
by the school owners at the expense of
quality may affect their output eventually.
Most of the private universities in Nigeria
offer courses that reflect either a com-
mercial consideration or religious orien-
tation which requires less investment in
terms of infrastructure and equipment.
Their thinking is that by offering market
driven courses like Accountancy, Bank-
ing & Finance, Business Administration,
they would be able to break even. This is
unlike their counterparts in some other
parts of the world who put in capital
investments in infrastructure and other
facilities to offer courses like Medicine
and Engineering, which are highly capital
intensive.
15EDUCATION HUB
COVER STORIES

17EDUCATION HUB
KIDDIES ZONE
Match Opposites
Match the words which have opposite meanings
(antonyms) to each other by drawing a line between
them.
Right Down
Big No
Happy Closed
Slow Expensive
Yes Left
Negative Go
Up Fast
Off Sad
Cheap Old
Open On
Stop Positive
Young Small
BrainTeaser T in it?
A: A teapot
Q. How many letters are there in the English
alphabet?
A. There are 18: 3 in ‘the’, 7 in ‘English’ and
8 in ‘alphabet’
Q. Which month has 28 days?
A. All of them of course!
Q. What has a face and two hands but no
arms or legs?
A. A clock!
Q. What is the easiest way to double your
money?
A. Put it in front of the mirror of course!
Q. What has a thumb and four fingers but is
not alive?
A. A glove.
Q. What has to be broken before you can use
it?
A. An egg.
Q. What has a neck but no head?
A. A bottle.
Q. What gets wetter as it dries?
A. A towel.
Q. What goes up and doesn’t come back
down?
A. Your age.
Q. What belongs to you but is used more by
others?
A. Your name.
Q. Everyone has it and no one can lose it,
what is it?
A. A shadow.
Q. It’s been around for millions of years, but
it’s no more than a month old. What is it?
A. The moon.
THE MAGIC 9
Figure nine is a funny number with a secret
that is kept from everybody, including you.
If you don’t mind, let us work it out. When
you multiply nine by any figure, apart from 1
that gives you 9, your answer would be more
than 1 digit. Go on to separate the digits of
your answers by putting a plus sign (+) in
between all the figures. Add them together
and your answer remains 9.
Let us consider some examples.
9 × 9 =18 1+ 8= 9
9 × 3 = 27 2+ 7 = 9
9 × 4 = 36 3 + 6 = 9
9 × 5 = 45 4 + 5 = 9
9 × 12 = 108 1 + 0 + 8 = 9
9 × 100 = 900 9 + 0 + 0 = 9
9 × 386 = 3474 3 + 4 + 7 + 4 = 18
1 + 8 = 9 9 × 5955 = 53595
5 + 3 + 5 +9 +5 = 27 2 + 7 = 9
Dear readers, if magic 9 wants to disappoint
you, dial my nos 999.
I will come to your rescue.
Ayotosimi Ayoade
Basic Five, Oakdale School, Lagos
Pg. 18
KIDDIES
Zone
Riddles and Jokes
Q. What five-letter word becomes
shorter when you add two letters to it?
A. Short
Q. What word begins and ends with an
‘e’ but only has one letter?
A. Envelope
Q.What has a neck but no head?
A. A bottle
Q. What type of cheese is made back-
wards?
A: Edam
Q. Why did the boy bury his flashlight?
A. Because the batteries died.
Q. What starts with a ‘P’, ends with an ‘E’
and has thousands of letters?
A: The Post Office!
Q. Why can’t a man living in New York be
buried in Chicago?
A: Because he’s still living!
Q. What begins with T, ends with T and has
16 EDUCATION HUB

18 EDUCATION HUB
KIDDIES ZONE
TEACHER’S DIGEST
WHY I LOVE MY SCHOOL
The name of my school is Oluwakemi Nursery
and Primary School, Ogba, Ikeja, Lagos. I love
my school so much and I am sure you want to
know why. It is simple. In these days of Jam-
boree, my school still stands tall for academic
excellence, integrity and diligence. My school
is old and affordable as my parents often say
thereby making qualitative education afford-
able to all. The motto of the school says it all:
“Way to Success” and the school is really a
way to success. All students that come to my
school stay there to become bright. In some
cases, pupils leave my school because the
school management is not ready to bend their
rules or for other reasons and I meet these
friends and classmates on my way to church
or outings. They narrate how they are leading
their classes in their new schools. I can’t help
smiling as I know that Oluwakemi will give
the solid foundation for years to come. If what
you are after is quality education for your chil-
dren, choose Oluwakemi Nursery and Primary
school TODAY.
Folabi Kehinde - Oginni
Basic Two, Oluwakemi Nur/Pry School,
2,Keji Close, Dideolu Estate, Ogba, Ikeja,
Lagos.
Pg. 17
Evaluating your own Teaching
19EDUCATION HUB
TEACHER’S DIGEST
Methods for Evaluating your Teaching
Self-monitoring: A good teacher moni-
tors his/her own performance as he/she
teaches. Teachers should monitor them-
selves while teaching. After each teaching
session, teachers should ask themselves
(or complete a brief self-evaluation form)
on whether they have met their deter-
mined goals and objectives, and evaluate
the good and the to-be-improved aspects
of the session. Teachers can keep a log
(i.e. a teaching portfolio, or a video log)
to track their own progress and improve-
ment over time.
Self-monitoring is a meaningful source
of information for evaluating teaching.
Teachers would take special notice of
(and record) those information which are
particularly important to them, like a cus-
tomized profile for individual teachers.
However, self-monitoring involves self-
judgment. It is often difficult to be totally
fair and objective. Personal biases and
misinterpretations of students’ reaction
by the teachers themselves may interfere
with the effectiveness of the evaluation.
Audio and video recording: Teachers
can audio- or video-tape their teaching
sessions, which allows them to keep re-
cord of and investigate their actual teach-
ing performance in detail. Teachers can
review the records with other colleagues
to discuss the areas for improvements.
Audio and video recording provide
teachers with objective information that
reflects what was actually happening in
the class. It is always easy for people to
monitor others and notice their weak-
nesses, but it is rather difficult for them
to monitor themselves, especially during
teaching when teachers are devoting
most of their attention in instructing and
explaining to students. Recording reflects
the actual teaching performance, but it
is meaningless by itself. For example, it
does not tell teachers whether speaking at
a particular pace is good or bad. Teach-
ers have to discuss with their fellows to
obtain opinions to identify the strengths
and weaknesses in their teaching so as to
give room for improvement.
It is a good idea to arrange several re-
cording sessions throughout the semester
(e.g. one at the beginning, one in the
middle and one at the end of semester) to
check with the progress and improvement
of specifically targeted areas. However, it
is important to obtain the consent from
students and the faculty before commenc-
ing the recording.
Furthermore, keeping a log of class
video records can help teachers track
their own progress, and it is also a useful
reference material for new teaching staff
to learn from.
Students’ feedback on teaching:
Students’ perception of learning experi-
ence in class is sometimes the most direct
way to weigh how effective a teacher
delivers his teaching. After all, the goal of
education is to make students learn and
understand. Therefore, what students
perceive and experience in class would
directly determine how effective they are
learning. Collecting students’ perception
of teaching should be carried out sev-
eral times in a semester (at least once at
mid-term and once at the end of term),
to allow opportunities to correct poor
practices rather than leaving them till the
end of the course. Two common methods
of collecting information about students’
perception towards teaching are ques-
tionnaires and interviews.
Questionnaires: This is a com-
monly used method of collecting stu-
dents’ opinion about teaching, and it has
been adopted widely across universities
as a standard practice. Standardized
questions on the questionnaires collect
information about students’ background,
general opinions about the course (e.g.
the topics are interesting, course materi-
als are difficult, too many
E
valuating teachers’ own teaching is a way to identify
the strong aspects of their practice as well as their
weaknesses which may need to be changed and
improved. Teachers should take initiatives to evalu-
ate their teaching and make improvements over time. It is
important to understand that evaluating your teaching does
not mean you are a bad teacher, in fact, it means quite the
opposite.
A good teacher teaches and learns.
You could be the best teacher with the best course materi-
als, course activities, learning outcomes and assessments
but as time changes, course needs to be revised to suit the
needs of the society, the employers and the diversity of
students. A good teacher will take in criticism, initiate evalu-
ation and learn from their students.
Pg. 20

assignments, comments given on assign-
ments are helpful etc.), and an overall
evaluation on the effectiveness of the
course and the teacher, using predefined
scales of quantitative scores (e.g. 1 –
Strongly Agree,…..,5 – Strongly Disagree).
Some general open-ended questions such
as “What do you think can be improved in
this course?” and “What do you like most
about this course?” are usually included
in the questionnaires. Of course, teachers
can put down some specific topical ques-
tion on which they particularly would like
to know about.
Questionnaires can collect responses
from a large number of students simulta-
neously, which provide a comprehensive
picture that reflects the opinions of the
whole class (i.e. good representativeness),
and can be efficiently administered in
terms of time and resources. Responses
in questionnaires are given anonymously,
so students are more willing to freely
express what they actually think and
perceive about the course.
However, the limitation of question-
naire lies at its standardized organization
of questions. Questions on the question-
naires are fixed, and therefore the teach-
ers cannot probe further information of
their interests immediately based on the
respondents’ responses as in interviews.
Also, questionnaire survey is better to be
administered by someone who is not in
charge of the grades of students, so that
students would feel more comfortable
to express themselves. Questionnaire
survey must be carefully designed to
avoid confusion and negative effect from
the students (e.g. students may think that
this is a way to test how much they have
learnt).
Interviews: Focus-group interviews
with students can be conducted by the
teachers themselves (if trust has been
built among the teacher and students) or
an outsider (if greater level of objectivity
is required). Teachers can set the ques-
tions that they are interested to know
about with their faculty’s colleagues and
consultants in advance, and probe more
detailed information and clarifications
from students during the interview.
It is obviously a more flexible option
compared to a large class questionnaire
surveys.
Directly interviewing students can
usually reveal students’ thoughts on some
unanticipated aspects, which can gener-
ate lots of useful information. However,
interviews can usually only be conducted
with a small portion of students in the
class, which may not necessary be reflect-
ing the whole picture of thoughts of the
entire class.
Apart from the above mentioned meth-
ods, teachers can also deduce how well
the students are learning and acquiring
knowledge from the class by looking at
their assignments and test results. This
can however be effective if the assign-
ments and tests are well-designed and
have high validity in measuring students’
learning achievements. If the assignments
and tests meet the above conditions, they
can be good indicators of how effective
the goal of helping students to learn is
achieved by the teaching delivered. How-
ever, teachers cannot infer from assign-
ments and test results about what is good
or bad about their teaching, and what
causes students to learn better or worse.
One general limitation of assess-
ing teaching quality based on students’
feedback is that their opinions can be very
biased. Many students may not actually
know what they should know and learn
from the course. Also, students usually do
not possess enough knowledge about how
the course can be taught, including the
possible pedagogies and course contents.
It is also very important that teachers
should tell students that they are aware
of and are genuinely interested in the
opinions given. After receiving students’
feedback, teachers should describe to
the students what changes are made
in response to their opinions, and also
explain the reasons why they choose not
to change the other practices as requested
by students. Students would question the
usefulness of collecting their opinions if
teachers do not let them know their opin-
ions are heard.
Feedback from observation by
other colleagues and experts: Teach-
ers can invite other colleagues or experts
to sit in their classes and directly observe
how the teaching is conducted (includ-
ing teaching style, contents, pace etc.), to
give feedback and constructive criticisms.
Similar to video recording, observation by
other people allows teachers to become
aware of many things that they are too
busy to notice while conducting their
teaching. Teachers can confer with the
observers before the class observation
regarding the areas of focus, and discuss
the important points in a debriefing meet-
ing afterwards.
Peer-observation: Junior teachers
can invite other junior peers to observe
and give feedback to their teaching. This
would be free from any political risk and
peers would be willing to exchange and
share their ideas freely and honestly.
Observation by senior colleagues:
Teachers can also invite experienced se-
nior teachers to be their observers. Senior
teachers who have experience in teaching
can often provide useful opinions for new
teachers to get started smoothly. Never-
theless, political risks can be a concern
since some teachers behave differently
when they are being observed by seniors
who make decisions about their promo-
tion and tenure.
Observation by professionals
from an outside party: Teachers may
consult their university’s teaching support
center or similar organizations to arrange
a teaching consultant to observe their
classes. These consultants do not neces-
sarily need to possess adequate knowl-
edge about the subject being taught, but
they can provide objective comments to
teachers on general presentation skills,
skills on facilitating student discussions,
and ideas for active and interesting learn-
ing approaches.
20 EDUCATION HUB
TEACHER’S DIGEST
Pg. 19
Cyprus is fast becoming a top
Study destination for Nigerians
Chan C. (2010) Assessment: Evaluating your
own Teaching, Assessment Resources @HKU,
University of Hong Kong [http://ar.cetl.hku.hk]:
Available: Accessed: 24th February, 2015
Cyprus has in a couple of years back
remained one of the top study destina-
tions for Nigerians and scholars from
other African Countries. There are more
than 40,000 students studying in Cyprus
thus, creating a very unique multicul-
tural atmosphere and platform to meet
people from different countries around
the world. Thus you get to know not only
Cypriot culture but many other too. The
Turkish Republic of Northern Cyprus
Ministry of education and sports awards
scholarships to international students
based on academic performance and
sporting activities. Some of the top uni-
versities patronized by Nigerians and why
is chronicle in this edition.
21EDUCATION HUB
INTERNATIONAL FOCUS
Top Universities in North Cyprus: What
makes them attractive to Nigerian Scholars
European University of Lefke
Studying in North Cyprus is gaining popularity in Nigeria as
more Nigerians seek admission into major universities in the
country. Here are some of the most patronized Universities by
Nigerians. In this edition, we would be reviewing two of the top
universities, Check out what the attractions are:
The European University of Lefke,
founded by the Cyprus Science Foun-
dation, officially started its academic
activities in 1990 as a State Foundation
University. The University and all its re-
spective departments are accredited with
the Turkish Republic’s Higher Educa-
tion Council (Board) since its first day of
establishment. The University campus is
located on the hill in one of the island’s
richest natural corners, overlooking the
local landscape and with a full view of the
blue waters of the Mediterranean. With
its quite and tranquil setting, it offers
students an ideal environment to pursue
their academic studies. With its excellent
infrastructure and technological equip-
ment, EUL is the leading brand of educa-
tion in the west of the Turkish Republic
of Northern Cyprus.
The university offers contemporary,
sustainable and quality education of
international standards, conduct qualita-
tive research, contribute to the needs of
the society, and meet the needs of stake-
holders and graduate students in a multi
- cultural environment. It also strives
to become a preferred, participating,
autonomous university open to change
and development, producing science and
technology and serving as a model with
its multicultural diversity.
More importantly, EUL’s aim is to
train the students in becoming honest,
innovative and professionally responsible
individuals with distinct personalities
who are capable of critical thinking and
ability to contribute to the society on
scientific matters; to develop cultural
diversity, intercultural competence, and
empathy within the University and in the
society; to contribute to the welfare of the
society and peace in the region and the
world; to assume a pioneering role in the
economic, social and cultural develop-
ment of the country by giving highest
priority to quality in areas of academic
freedom, education, and to accelerate the
scientific and technological innovations
and developments.
-Catherine Oginni ( Executive Director, Ikog Consulting)

What makes the university attractive
to Nigerians
Cyprus International University
The University currently has nine (9) fac-
ulties offering Undergraduate, Postgradu-
ate and Doctoral degrees. Most of the
courses are taught in English Language
with two major intakes in a year (Febru-
ary and September) thereby giving pro-
spective students a rare opportunity for
entrance twice a year. EUL offers one of
the most attractive entrance scholarships
of 40% to all international applicants
with a highly competitive tuition fee for
most undergraduate programs ($5,000
USD per academic year). EUL provides
comfortable and affordable accommo-
dation in a conducive environment on
campus at a highly reasonable, affordable
price ($2,100 (meal + accommodation}
or $1,100 for accommodation only).
Application processing is swift and ef-
ficient as the processes can be completed
and offer of acceptance can be issued to
student within two weeks of application.
Similarly, visa processing from Nigeria
is easy and not so cumbersome and with
the assistance of the International Team
of EUL, a student is 80% rest assured of a
transit visa from the Turkish Embassy in
Nigeria. EUL recruits student throughout
the world either through direct applica-
tion or through an Education Agent.
EUL accepts students from Nigeria with
WAEC or NECO and does not require
English Language test for students with
at least C5 in English Language these
examinations. HND graduates are equally
offered placements in Masters pro-
grammes provided such applicants meets
the minimum entry requirement for the
course. There is also an opportunity for
seamless transfer of students from any of
the universities in Nigeria, even for hold-
ers Ordinary National Diplomas (OND)
into different levels at EUL depending
on the previous courses taken and their
relevance to the intended course to be
undertaken.
22 EDUCATION HUB
INTERNATIONAL FOCUS
Pg. 20
Cyprus International University campus is situated at the
foothills of picturesque Besparmark Mountains and is ap-
proximately 5 minutes from the city centre of the capital
and 15 minutes from Ercan Airport. CIU is a recognized
institution of higher learning in the international arena
and since its inception, has the development of interna-
tional education as its main ethos. The University places
great value on development and international cooperation
resulting in the approval and accreditation by many major
accrediting bodies.
Why Nigerians patronise Cyprus
International University
23EDUCATION HUB
INTERNATIONAL FOCUS
CIU endeavors to meet the housing needs
of all students and currently provides
17 high quality, comfortable and well-
designed on-campus accommodation
buildings providing free and unlimited
access to internet, bookshelves’, fridges,
desks and office chairs, beds, mini fridge,
landline telephones and TV connection.
CIU on-campus apartment consists of
two types studios and apartments both
with different sharing options .CIU offers
an all inclusive package comprising of
discounted tuition fees + accommoda-
tion + meal (3 times daily). However,
students are not compelled to purchase
the all inclusive package as students
can freely choose between on - campus
accommodation + meal or without meal
or live at private residences off campus
altogether.
CIU offers scholarship opportunities
and discounts to international students.
All tuition fees for international students
are already discounted by 37%. Further-
more, sibling scholarship is available to
brother and sisters studying together at
CIU provided they are able to provide
evidence of relationship as each of them
will be granted 25% reduction of their
tuition fees. Ambassador scholarships are
opened to students that have opted for
the all inclusive package provided they
apply based on academic achievement
or sport performance. The all inclusive
– package for most programmmes at the
undergraduate level varies depending
on room sharing arrangement but starts
from a base cost of € 6,700 per academic
year while tuition fees for most under-
graduate programmmes is put at €3,610
Euros per year which places the school at
a very competitive advantage.
Admission process is fast, online
based, convenient and smooth. It takes a
maximum of two weeks to get a decision
on one’s application from the University
and depending on the applicant’s readi-
ness, all the application processing, visa
and actual resumption on campus may be
facilitated or completed with 4 - 6 weeks.
For Nigerians seeking admission into
CIU, WAEC or NECO is acceptable with a
minimum of five credits including English
Language. Nigerians with a WAEC grade
of “C” in English Language need not take
language proficiency test or examination.
The university organizes its own English
Language proficiency test at no cost to
the student. Prospective students who
possess High National Diploma (HND)
certificates are directly admitted into
CIU’s Masters degree programmmes
while credits can also be transferred from
the Nigeria universities to relevant pro-
grammes of CIU.
CIU parades a team of highly qualified
and supportive international team who
are always available to give support to the
students all the way through their studies
in Cyprus. The member of Nigerian stu-
dents studying at CIU is increasing by the
year; the international team also makes
periodic visits to Nigeria to have one-on
one interaction with prospective students.
The university works with agents across
the world to recruit suitably qualified
students into their various programmes.
Some of the agents they work with in
Nigeria are IKOG CONSULTING. It is the
responsibilities of the agent to give proper
counseling to prospective students and
guide them through the application and
visa processing stages in addition to pre -
departure briefings.

24 EDUCATION HUB
INTERNATIONAL FOCUS
Testimonials --Benjamin Gift
Studying abroad is gaining popularity among Nigerian scholars in recent times. This can be attributed to a lot of factors from
incessant strike actions to poor funding and infrastructural decay, amongst some other factors. In order to convey a first -hand and
undiluted information to our readers, Education Hub Magazine took its time to meet with and gathered testimonials from individu-
als who are currently or have completed their studies abroad.
Q. Can we meet you?
My name is Obaoye Adenike Titilayo, a
student of Willy Brandt School of Public
Policy, Berlin Germany. I am undergo-
ing a Masters degree in Public policy and
Good Governance at the University. I
previously had Masters in English Lan-
guage from the prestigious University of
Ibadan and a Bachelor of Art in English
and Literary Studies from the Lagos State
University, (LASU). I worked for three
years as a Program Officer at West Africa
Network for Peacebuilding Nigeria before
I took the decision to pursue another
Masters in Germany.
Q. What informed your decision
to study abroad?
I have always loved travelling and
wanted to try the educational system
outside Nigeria.
Q. What are those things you find
different about studying abroad?
We mean the difference between the
German education system and that of
Nigeria.
What I found so different about study-
ing abroad are many but I would catego-
rize them under three themes. Firstly, the
teaching pattern or style is different. Here
in Germany, teachers do not exhibit mas-
ter - servant relationship. Respect is re-
ciprocal. Teachers are down to earth and
see their students more like colleagues
and go a long way in promoting easy
access to the teachers thereby increasing
students’ knowledge and understanding
of the course(s). Secondly, the two cur-
ricular – German & Nigerian – are miles
apart. In German schools, particularly
my university, curriculum is regularly
updated and adapted to contemporary
issues and use in real life situations.
This to me explains why there are more
breakthroughs in research from the de-
veloped nations and this accounts for the
ease with which the developed nations
are able to proffer quick intervention
on issues that are capable of turning the
whole world into desolate. Furthermore,
the curriculum is developed in such a
way that teaching ads are often used, this
in my opinion assists students to relate
directly with what is being taught in class.
Lastly, information is updated regularly
Q. Can we meet you?
My name is Akinyosoye Olumide
Micheal, an ex- student of European
University of Lefke, Cyprus. I hold a
Masters degree in Business Administra-
tion (MBA) and Bachelors in Computer
Engineering/Science from the same
University. I lived in Cyprus for over
four years as an international student
at EUL.
Q. Why did you opt for study
abroad?
Getting qualitative education at the
scheduled time was a top priority for
me. This I knew could only be achieved
outside the shore of Nigeria. Cyprus,
and the European University of Lefke
in particular was a perfect choice for me
because I am a
naturally calm
and quiet per-
son which this
country offers
me perfectly.
Q. Do you
see any dif-
ference in
the educa-
tion system
of Cyprus
and that of Nigeria?
I would say that what I find very dif-
ferent about studying abroad is that
teaching is more practical than theo-
retical. Exposure to practical aspect
of my course helped to deepen my
abroad not in Nigeria where a lecturer
might be repeating the same thing or
illustration for several sessions. Lecturers
take pain to update themselves regularly
and there is absolutely no period of inter-
ruption in study time by unnecessary dis-
tractions such as strike actions, cultists’
attacks and students’ unionism. I have
studied under both systems and I know
exactly what I am talking about. It is so
much joy for you to know that you put in
for an 18 months programmme and actu-
ally graduate at the nick of time.
Q. what lessons would you have
loved to be replicated in Nigeria
education system.
It is passionate appeal to Nigerian
Government to invest more in the educa-
tion sector; engage in regular training
of teachers and employment of qualified
teachers. On their part, teachers should
continuously keep themselves updated.
Q. In what areas do you think
Nigeria education System performs
better than that of Germany?
I don’t think Nigeria does anything
right that is absent in Germany.
Q: How were you able to adapt
and settle in properly in school and
Germany, in particular.
It was easy for me to adapt because
I have been travelling outside Nige-
ria before my studies and again I am
someone who is open and willing to learn
new things. The only challenge I had is
the weather during winter but I am now
coping well.
Q. what is your advice to anyone
who desires to study in Germany.
For anyone coming to Germany to
study, I would advice such a person to
have basic knowledge of German lan-
guage as this will go a long way to help
him/her adapt quickly.
25EDUCATION HUB
VALUE ADDED INFORMATION
Procedures for establishing
Institutions of Higher Education
in Nigeria
---- Kehinde Oginni Esq (Regulatory Compliance Consultant)
T
here is an upward shift in
demand for Higher Education
in Nigeria in recent times. A
reaction to this demand has oc-
casioned the birth of various institutions
of higher learning in various states of the
federation. Despite the increase in the
number of higher institutions in Nigeria,
demand continues to grow. This creates
a platform of opportunities for investors
and education service providers many
of which are interested in making an
entrance into the big education market.
The Nigerian Education system is solely
regulated by the Government under its
Education Ministry with various organs
and parastatals for ease of supervision
and coordination. The National Universi-
ties Commission is directly responsible
for the regulation, coordination and su-
pervision of Higher Education in Nigeria.
Pursuant to the recommendations of
the National Universities Commission on
the review of Higher Education in Nige-
ria, the Federal Government of Nigeria
has approved guidelines for the establish-
ment of higher institutions of learning
in Nigeria. Relevant excerpts contained
in the Education (National Minimum
Standards and Establishment of Institu-
tions) Amendment Act No. 9 of 1993 are
reproduced hereunder:
“19A. An institution of Higher Educa-
tion may be sponsored or owned by the
Government of the Federation or of State
or Local Government or by any of the
following, that is:-
a. By a company incorporated in Nige-
ria; or
b. By an individual or association of
individuals who are citizens of Nigeria,
and who satisfy the criteria set out in the
Schedule to this Act for establishment of
institutions.
“19B. (1) Application for the establish-
ment of an institution of higher education
shall be made to the Minister:
a. In the case of a University, through
the National Universities Commission;
b. In the case of a Polytechnic or Col-
lege of Agriculture, through the National
Board for Technical Education;
c. In the case of a College of Education,
through the National Commission for
Colleges of Education; and
d. In any other case, through the
Director-General of the Federal Minis-
try of Education, in accordance with the
guidelines prescribed for making the
application.
(2) No State, Local Government or
tertiary institution shall benefit from the
education tax with respect to a tertiary
institution unless the application for the
establishment of that tertiary institution
was made in accordance with the provi-
sion of subsection (1) of this section.
(3) No person shall be granted approv-
al to establish an institution of higher
education unless the criteria set out in the
Schedule to this Act have been satisfied.
understanding and appreciation of
the course as I was able to relate with
all that I was taught in real life. The
University parades renowned and first
class teachers, these teachers serve as
motivation for students to study hard
in order to meet the demands of the
teachers which is to follow well in class
and excel at examinations. Lastly, the
environment is safe and conducive
for learning to achieve success. This
helped me a great deal.
Q. Can you say of any area
where the Nigerian education
System is better than that of
Cyprus?
None. I can’t think of.
Q: Did you encounter any prob-
lem living and settling down in
the school and Cyprus at that
time?
Coping was hard at the beginning.
The weather, getting to learn new
culture and language, making new
friends and a whole lot of new, funny
lifestyle were really very challenging.
Over time, I settled in perfectly. The
school and my foreign friends made it
easier for me.
Q. Any advice for anyone who
desires to study in Cyprus.
For anyone coming to study in
Cyprus, I would advice such a person
to be focused and determined, define
your goals as this will help you shut
out distractions. Learn to cultivate
good manners, be prayerful and trust
in God. Pg. 26

1.) The academic structure and spread
of discipline of the institution shall be
such as would cater for areas of felt
needs.
2.) (1) Evidence shall be produced to
show that the institution would be pro-
vided with adequate:
a. Funding, both Capital and Recur-
rent;
b. Academic and Support Staff.
3.) The proposed staffing guidelines
shall meet with current guidelines of;
(a) The National Universities Commis-
sion;
(b) The National Board for Technical
Education; or
(c) The National Commission for Col-
leges of Education, as the case may be,
staff ratio, based on the courses contem-
plated.
4.) The Federal Government must be
satisfied that, on approval being given,
the source of funding and necessary
funds will be available.
5.) The Federal Government or its
accredited agency shall ascertain and be
satisfied itself that;
a.) The fixed and enabling assets, that
is funds, land movable and immovable
assets, are appropriate for establishing
the institution in the light of such factors
as;
i. The type of institution envisaged,
ii. Its philosophy and objectives,
iii. The cost of goods and services pre-
vailing at the time;
b.) The assets shall be assigned to the
institution on approval being given for
the institution to be established; and
c.) The applicant has supplied a con-
crete and guaranteed source of financial
support for the University to the tune of
N200 million, N100 million for Polytech-
nic or Monotechnic, and N50 million for
a College of Education, over a period of 5
years.
6.) (1) A proposed institution shall
have clearly spelt out master plan for
infrastructural and programme develop-
ment for at least 20 to 25 years which
shall make adequate provision for:-
a.) Plan space, aesthetic beauty and
fixed financial assets;
b.) Minimum land area of 100 hectares
for a University, 50 hectares for a Poly-
technic or Monotechnic and 25 hectares
for College of Education, in a salutary
site.
(2.) The site distance from an urban
complex shall take into account availabil-
ity of municipal services, including water,
transportation, private accommodation,
communication and other consequential
inadequate in its Community.
7.) (1) A proposed institution shall
have an adequate environment base and
shall be open to all Nigerians irrespec-
tive of ethnic derivation, social status,
religious or political persuasion.
(2) Accordingly, its laws and statutes
shall not conflict with the conventional
responsibilities in academia or interfere
with avowed traditional institutional
autonomy.
(8.) To pre-empt problems of inad-
equate municipal facilities, the proposed
institution shall have a clear policy on
student and staff accommodation and
catering services.
(9.) The proposed institution shall
have a well-articulated mission and set of
objectives which may be original and in-
novative but unequivocally in consonance
with the socio-economic and political
aspirations of Nigeria.
(10.) To create and sustain credibil-
ity and confidence from the start, the
administrative structure of the proposed
institution shall not depart too radically
from established norms.
(11) The library, laboratory and work-
shop facilities including instructional
tools and consumables, shall be adequate
and there shall be long - range plans for
sustaining them.
(12) The planning and feasibility report
of the proposed institution shall include
proposed contracts and affiliation with
existing similar institutions and plans for
cooperation and interaction.
(13) The criteria set out in this Sched-
ule shall also apply to a proposed institu-
tion which is an Open University except
that:
a.) The minimum land area require-
ment shall not apply; and
b.) Guidelines prescribed by the ap-
propriate authority as regard technical
infrastructure for functional and effective
operation shall be satisfied.
26 EDUCATION HUB
VALUE ADDED INFORMATION
Criteria for establishing an
Institution of Higher Education
Procedure and Legal
requirements for the
establishment of a Private
University in Nigeria
Note:
Items (x & xi) could be submitted to the Committee at the time of its second veri-
fication visit to the proposed university.
27EDUCATION HUB
English Words that are often
misspelt: Their parts of speech
and meanings
LEARNING CURVE
1. Absence: It is a state of being away from a place or per-
son (noun).
2. Apparent : To be clearly visible or understood;
obvious(Adjective)
3. Atheist: This is person who disbelieves or lacks belief in
the existence of God or gods (Noun).
4. Believe – to have confidence in the truth, the existence,
or the reliability of something, although without absolute
proof that one is right in doing so ( Verb)
5. calendar – a chart or series of pages showing the days,
weeks, and months of a particular year, or giving particu-
lar seasonal information ( Noun)
6. collectible - able to be collected( adjective)
7. column - an upright pillar, typically cylindrical and made
of stone or concrete, supporting an entablature, arch, or
other structure or standing alone as a monument( Noun)
8. conscience – an inner feeling or voice viewed as acting as
a guide to the rightness or wrongness of one’s behavior(
Noun).
9. conscientious – (of a person) wishing to do what is right,
especially to do one’s work or duty well and thoroughly(
Adjective)
10. discipline - the practice of training people to obey rules
or a code of behavior, using punishment to correct dis-
obedience( Noun)
11. embarrass (ment) – a feeling of self-consciousness,
shame, or awkwardness ( Noun)
12. exhilarate - make (someone) feel very happy, animated,
or elated(verb)
13. Fascinate: attract the strong attention and interest of
(someone)( Verb)
14. fiery - consisting of fire or burning strongly and brightly.
( adjective)
15. foreign – of, from, in, or characteristic of a country or
language other than one’s own.(adjective).
16. gauge - an instrument that measures and gives a visual
display of the amount, level, or contents of something.
(noun )
17. guarantee - a formal assurance (typically in writing)
that certain conditions will be fulfilled, especially that a
product will be repaired or replaced if not of a specified
quality.( noun)
18. harass subject to aggressive pressure or intimidation.
(Verb)
19. hierarchy - a system in which members of an organiza-
tion or society are ranked according to relative status or
authority.( noun)
20. humorous – causing laughter and amusement; comic.
(adjective )
21. indispensable - absolutely necessary.( adjective)
22. inoculate - treat with a vaccine to produce immunity
against a disease; vaccinate.( verb)
23. jewelry - personal ornaments, such as necklaces, rings,
or bracelets, that are typically made from or contain
jewels and precious metal. (noun) noun: jewelry
24. judgment - the ability to make considered decisions or
come to sensible conclusions. (noun )
25. leisure - time when one is not working or occupied; free
time.( noun)
26. liaison – communication or cooperation which facilitates
a close working relationship between people or organiza-
tions.( noun)
27. library – a building or room containing collections of
books, periodicals, and sometimes films and recorded
music for use or borrowing by the public or the members
of an institution.( noun)
28. license – grant a licence to. (verb)
29. maneuver – a movement or series of moves requiring
skill and care. (noun)
30. millennium – a period of a thousand years, especially
when calculated from the traditional date of the birth of
Christ. (noun)
31. mischievous - causing or showing a fondness for causing
trouble in a playful way.( adjective)
32. misspell – spell (a word) wrongly. (verb)
33. neighbor - a person living next door to or very near to
the speaker or person referred to.(noun)
34. perseverance – persistence in doing something despite
difficulty or delay in achieving success. (noun)
35. precede – come before (something) in time. (verb)
36. privilege - a special right, advantage, or immunity
granted or available only to a particular person or group.
( noun)
37. pronunciation - the way in which a word is pronounced.
(noun)
38. questionnaire – a set of printed or written questions with
a choice of answers, devised for the purposes of a survey
or statistical study. (noun)
39. referred - mention or allude to. (verb)
40. rhyme - correspondence of sound between words or the
endings of words, especially when these are used at the
ends of lines of poetry. (noun)
41. sergeant – a rank of non-commissioned officer in the
army or air force, above corporal and below staff ser-
geant. (noun)
42. threshold –a strip of wood or stone forming the bottom
of a doorway and crossed in entering a house or room.
(noun)
43. tyranny – cruel and oppressive government or rule.
(noun)
44. vacuum - cruel and oppressive government or rule.
(Noun)
45. weird - suggesting something supernatural; unearthly.
(adjective)
Pg. 28
i.) Application in writing, addressed to be Executive Secretary, stating the intent for
the establishment of the University,
ii.) Issuance of N1,000,000.00 Bank Draft in favour of NUC for ten (10) copies of Ap-
plication Form;
iii.) Issuance N5,000,000.00 Bank Draft in favour NUC for processing of the applica-
tion (inclusive of verification visits);
iv.) Academic Brief;
v.) Physical Masterplan
vi.) Counterpart of Deed of Assignment;
vii.) Certificate of Incorporation/Registration Proprietors;
viii.) Deed of Assignment/Certificate of occupancy;
ix.) University Law;
x.) Letter of Available Liquid Cash; and
xi.) Bank Guarantee of Funds to the tune of N200 Million from a reputable Bank.

28 EDUCATION HUB
LEARNING CURVE
Let’s learn some few words in
local Nigerian languages
Afterall there is no harm in trial. Exposing oneself to some new words in various languages might be crucial at one point
in time or the other. Join us as we learn basic words in Igbo, Yoruba and Hausa languages.
Learn some New Languages
VOX POP
ENGLISH YORUBA IGBO HAUSA
FATHER Baba Nna Baba
MOTHER Iya re Nne Uwa
BROTHER Egbon kunrin mi Nwonem Nwoke Wa
SISTER Egbon birin mi Nwanem nwanyi Yaruwar
UNCLE Egbon kunrin Dede Kawuna
AUNT Egbon birin Dada
NIECE Aburo Nwa nwanne Yardangi
NEPHEW Aburo Nwoke nwa nwannem Dan wa
COUSIN Egbon Dan Uwan
I Emi Gi wa Na
WE Awa Anyi wa Images
US Awa Anyi wa Mu
THANK YOU O se Daalu Nagode
GOODBYE O dabo Ka o di Ban kwana
WELCOME Kaabo Nno Maraba
HELLO Pele o Nnoo Sannu
SORRY Ma Binu Ndo Yihakuri
PLEASE Jowo Por favor Don allah
EXCUSE ME Motoro gafara Cheregodi Gafara dai
A child is expected to start a proper
school environment starting from age
two and by that age, a child is expected
to start talking and identifying things
around him/her. At this age, they are
curious to know what ever thing that
they come across especially colours
and shades. They love colours and
shades, so they should know the names
of colours and basic shapes and as
parents, we must learn to call things
by their real names and not see them
as babies so that they can grow with
mental alertness with full knowledge of
things around them. As they are grow-
ing and learning they might not talk
right because they are still babes buy
we need to correct them when they talk
because that is the time to catch them
young.
So as from age two, I feel a child should
leave home to a proper learning envi-
ronment.
Mrs. Imahe Irena
The School Head,
Marvel Angel Pre-school.
Every child needs to be trained right from
9 months minimal but this depends on the
parent especially the mother. If they have
the time to take care of the child fine they
can keep them at home, if not they should
allow them to start going to school. From
age one and half years, it is advisable not to
keep them at home, so parents need to send
their children to school because at that age
children are getting closer to the age we call
‘troublesome tool or terrible tool’. Also at
that age a child begins to develop individu-
ality; the child is trying to learn new things
and if parents are not careful, it may cause
a lifetime trouble for the parents.
Titilola Oyewole
Proprietor
Arrowheads Model School
29EDUCATION HUB
INSPIRATIONAL NEWS
10 Year old British - Nigerian
admitted to study Mathematics
Degree at the Open University,
United Kingdom
A
10-year-old British-Nigerian
girl, Esther Okade, has been
admitted into the UK Open
University to study for a Math-
ematic degree, even though she had never
been to a school. Esther, from Walsall,
West Midlands, was home-schooled by
her 37-year-old mathematician mother,
Omonefe Okade, same as her 6 year old
kid brother Isaiah Okade, who is already
studying for his A-levels.
Both have never attended a regular
school and the only classroom they know
is the living room of their semi-detached,
three-bedroom house which their mother
converted.
Mail Online reports that the young un-
dergraduate passed the General Certifi-
cate of Secondary Education (GCSE), UK
equivalent of the Senior Secondary Cer-
tificate Examination (SSCE) in Nigeria, at
age 6, scoring a C in Mathematics.
She also passed her A-levels with B
grade in Pure Mathematics and now
plans to study up to PhD level before run-
ning her own bank.
Mrs. Okade said her daughter had
always wanted to study for a degree
from age 7 but her age has always cre-
ated bottlenecks in her way to achieve
it earlier in life. “Esther is doing so well.
She took a test recently and scored 100
percent,” the proud mother said. “Apply-
ing to the university was an interesting
process because of her age. “We even had
to talk to the Vice Chancellor. After they
interviewed her, they realized that this
has been her idea from the beginning.”
She said she had to stall Esther for
three years until August last year when
she applied to the Open University. “But
I was afraid it was too soon. She would
say, “Mum, when am I starting?”, and
go on and on and on. Finally, after three
years she told me, “Mum, I think it is
about time I started university now”.’
The mother said her daughter was elated
when she was accepted by the university
in December. So was her father, Paul
Okade, a 42 year old Managing Director.”
I cannot tell you how happy and proud
I am as a father,” he said “The desire
of every parent is to see their children
exceed them, and take the family name to
great heights, and my children have done
just that.” Esther will be studying for her
degree at home, just as she has studied
all her life. “For now we want her to enjoy
her childhood as well as her maths,”
Mrs Okade said. Much of Esther and her
brother’s success could be credited to
their mother who has made geniuses out
of them from her makeshift classroom.

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