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How Edo man sponsored me from Almajiri school to university – Jigawa varsity graduate

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Ahmed Isah, a former Almajiri pupil, who washed clothes and ran errands as a kid to survive before becoming a graduate, tells CHUKWUDI AKASIKE how he journeyed through the tough Almajiri system before becoming a graduate

Where are you from?

I was born in a small village called Gul, Gara Local Government Area of Kano State.

How old are you?

I am 29 years old.

How was growing up as an Almajiri boy?

It was not easy. I lost my father in my very early years. I never knew who he was. I only have my mum, my two sisters, and my elder brother; that is four of us. I happen to be the lastborn in the family. My mother decided to send me to an Almajiri school.

What year did your mum enrol you in an Almajiri school?

That was around 2003/2004. I was handed over to a man, Mallam Alhassan, who is like a brother to me, because we are from the same village. The man took me from the village and brought me here to Dutse, the capital of Jigawa.

Why did your mum decide to send you to an Almajiri school?

I have no father. So, instead of allowing me to roam up and down, she decided to enrol me in an Almajiri school to learn something. She decided not to leave me like that without having any knowledge of anything.

So, what specifically did you learn in the Almajiri school?

I learnt the Quran, and you know how tough the Almajiri system is. You have to take care of yourself by looking for what to eat; you are the one who will be responsible for what to wear.

How old were you at that time?

I was between five and six years old when I was enrolled in the Almajiri school; I was not even up to seven then.

It must have been very tough on you.

It was very tough. My colleagues and I were the youngest during our days in school.

What is the name of the school?

You know, all these Almajiri schools don’t have specific names, but the one I attended is called Tsangaya Almajiri School.

So, how did you run your daily schedule at school?

The teachers there wake us early, between 4 am and 5 am. We, as pupils, study that early in the morning. Then from 7 am to 8 am, you are told to go and look for what to eat in the morning. Then you are expected to come back between 9.30 am and 10 am.

Then you study again before you are dismissed to go and look for what to eat again, this time as lunch. Then you come back in the evening. That is how the system is. You have to come back and study in the evening, except on Fridays and Saturdays when you have a free day. You have a day to wash your clothes; you have a day to go and look for a little money to buy chalk and other things.

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How many years did you stay in the Almajiri school?

Well, I stayed there for about… even when I was in JSS 1, 2, 3, and 4, and SS1 to SS2, I was still staying in the Almajiri school. It was when I sat my WAEC and JAMB (UTME) exams that I had to move out of the school because it is far from the university I was attending. So, I stayed there for more than 10 years.

Can you remember the year you left there?

I left in 2017.

Apart from your mother, who enrolled you in an Almajiri school who encouraged you to further your education?

Along the line, while I was in that Almajiri school, as young as I was at that time, I never liked begging for what to eat. So, some of us went to some people’s houses to tell them that we could fetch water for them and do other domestic work.

When we washed clothes belonging to their children, they gave us some clothes, food, or money in exchange so that we could take care of ourselves. In that process, I met a good man who is a very important person in my life.

What is his name?

His name is Danjuma Maiyaki Allah. He is from Edo State. The man was happy that I could do most domestic jobs. So, a woman connected me to him, and I started doing domestic work for him. I used to do anything that he told me to do for him.

The man described me as a very intelligent person who is hardworking and very honest. He used to test my level of honesty, and I passed all the tests.

What other factors propelled you to further your education?

When I was a kid, I used to admire students in their uniforms, especially when they were on their way to school. I saw them as gaining more knowledge than I. So, I wanted to also enjoy that aspect of life and was determined to go to school.

I spoke about it to my Almajiri teacher and my mother. I also told my brother about the need for me to go to school. Then I didn’t have any access to a mobile phone. So, I sent a message across to my parents, brothers, and sisters to ask for their permission to further my education up to primary school. They happily permitted me to do so.

I was nervous when I sent the message across, thinking they would not permit me. But they told me, ‘May God bless you. Go ahead and do it.’ I then came back to the man, Danjuma Maiyaki Allah, to tell him about my people’s approval.

He took me to a primary school; it is a public primary school in Dutse. The man (Mallam Danjuma) took me to the headmaster. He told the headmaster that I was his Almajiri and that I was working for him, and that he wanted the headmaster to register me in the school.

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The headmaster said I should be interviewed to know if I could read and write. Though I read and wrote well in the Hausa language, I couldn’t write English. So, I had to learn how to write in English. After the interview, the primary school realised I was bigger than pupils in Primary 1, 2, and 3. They decided to register me in Primary 5.

When I got to Primary 6, I sat my Common Entrance and started JSS1 in the same school because it used to be a primary and junior secondary school altogether. I wrote my junior WAEC exam at the school in 2013.

What is the name of the primary and junior secondary school?

Dr Nuhu Muhammad Sanusi Government Day Junior Secondary School.

Did you pass your junior school exam?

Yes, I did, and my sponsor was impressed. So, instead of taking me to another public school, he decided to register me in a public/private school known as Dutse Capital School. In my primary and junior secondary school, pupils and students did not pay school fees, but we used to buy other things.

However, in Dutse Capital School, we paid little school fees. At the time, my sponsor, Mallam Danjuma, used to pay my school fees. Along the way, he asked me if I had an interest in learning a skill so that at a later stage of my studies, when I needed financial aid, money raised from the skill could help me.

So, I decided to learn tailoring. I started learning tailoring when I was in JSS2. After school hours, I used to go to a tailoring shop to learn the skill. When I got back home, I still did my Almajiri study. That was only in the night and early morning before I left for school. I was able to stay disciplined to attend a modern school, an Almajiri school, and still learn tailoring.

How did you gain entry into the university?

After I passed my WAEC and NECO exams, I then registered for UTME, which I passed. I scored 217.

What did you study?

I studied Criminology and Security Studies. The cut-off mark for the course was 195, and I scored 217. My SSCE result was very good for me to be offered admission in the first batch.

Surprisingly, my sponsor was not tired; he helped me financially from the first year all through. I studied seriously because I was always aware of the background I came from. When I started my Year 1, it was not easy for me, but later, I began to catch up.

When did you graduate?

I graduated in 2024.

What is the name of the university you graduated from?

Federal University Dutse.

What is your current occupation?

After my national youth service, I came back to my tailoring shop. I have not got a job except for my tailoring work. If I see any job opportunity, I will still apply.

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What was life like when you were serving as a corps member?

It was a very interesting experience. I used to admire corps members during my primary and secondary school days. I liked seeing them dressed in khaki. What gave me more joy was the way I succeeded in making it up to the extent of becoming a graduate and serving as a youth corps member. It was a very nice experience.

Where did you serve?

I served in Kaduna State.

Looking back at when you started up to the point of becoming a graduate and serving your fatherland, how do you feel?

It is inexplicable. I shed tears when I was collecting my NYSC certificate. It was a dream come true. It was something I felt would not be possible, but now I have achieved it. I remain very happy today because of these academic achievements.

Are you married or involved in any relationship?

No, I’m not married yet. I know what I have gone through. So, any relationship I know will not be serious, I will not involve myself in it. I will marry later when I get something that will give me a stable income.

How do you feel when you see Almajiri boys who beg on the streets?

I don’t like them begging because I know how it feels; I was in their shoes before. I know what they are going through. I know how it is. So, I don’t blame them because it is not completely their fault. Talking about begging, it is like they don’t have any other choice. But I used to sell pure water during my days as an Almajiri boy.

Have you at any time been moved to tell them to go to school?

In the Almajiri school I attended, I was like an inspiration to them. If you go to that Almajiri school now, you will see young men with Diploma certificates, and many people with secondary school certificates.

Many of them are attending modern schools now. It has now become a culture in that Almajiri school. When the pupils begin to grow, they always find one way or the other to go to school. My story inspired them to see the need to go to school. I serve as an inspiration to them because some of them who have Diplomas are saying they want to go to university.

How do your siblings and mother feel about the fact that you have become a graduate?

They are very happy. On my passing-out, they came to celebrate with me. My mum was even crying because she was not expecting such a joyful thing. It sounds very odd that an Almajiri will become a graduate.

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Education

Read how students can win FG’s ₦365m national laureate prize

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The Federal Government has opened the Tertiary Institutions National Laureate Prize, an annual ₦365 million scheme designed to reward and elevate outstanding research from Nigeria’s universities, polytechnics, monotechnics, and colleges of education.

Minister of Education, Dr Maruf Tunji Alausa, announced the opening of the prize on Thursday, following a press briefing with the Nigeria Education Repository and Databank National Laureate team.

He said the initiative aligns with President Bola Tinubu’s Renewed Hope Agenda by repositioning tertiary institutions as centres of research, innovation, enterprise and problem-solving rather than mere certificate-producing centres.

Prize structure

The annual prize fund of ₦365 million is structured as follows:

  • Undergraduate Star Prize: ₦35 million
  • Master’s Star Prize: ₦50 million
  • Doctoral Star Prize: ₦100 million
  • 15 Thematic Excellence Prizes: ₦12 million each, totalling ₦180 million

Across six thematic areas, one national thematic laureate is selected at each of the three academic levels — undergraduate, master’s and doctoral — producing 18 laureates in total.

Three of these receive the Star Prizes, while the remaining 15 receive the thematic awards.

The six thematic areas are Science, Engineering and Technology; Medicine and Health Sciences; Arts and Social Sciences; Agriculture; Law; and Teaching Innovation.

A special Dr Stella Adadevoh Prize, or Excellence Award, for Medicine and Medical Innovation honours the late physician whose actions helped contain Nigeria’s 2014 Ebola outbreak.

It is conferred on the laureate whose work and conduct best embody integrity, national service and protection of the public good.

Who is eligible?

The prize is open to students and researchers in every accredited tertiary institution in Nigeria — federal, state or private.

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Undergraduate dissertations or recognised equivalents, master’s theses and doctoral theses, or equivalents from polytechnics, monotechnics, colleges of education and similar institutions, are eligible if they demonstrate strong commercial potential, industrial application or clear developmental impact.

Works must meet research integrity and originality standards.

Every nominated work must first be deposited in the NERD system and issued a valid National Document Number.

An NDN confirms deposit but does not automatically enter a work into the competition.

How students can position themselves to win

Students cannot submit entries directly. Only institutions, through their formally constituted Institution Laureate Selection Committees, can nominate and enter works.

Each institution may submit up to 18 entries: up to six undergraduate, six master’s and six doctoral entries, or their equivalents, drawn from the six thematic areas, generally one per theme at each level.

To maximise their chances, students should:

  • Produce exceptional work with demonstrable commercial, industrial or developmental value that addresses national challenges.
  • Ensure the dissertation, project or thesis is fully submitted to NERD and assigned a valid NDN before the institutional selection window closes.
  • Actively engage their supervisor, co-supervisor, head of department and other academic leaders. Ask them to present their work to the Institution Laureate Selection Committee for independent review.

Institutional selection is the first gateway. High-quality research and proper NERD compliance can improve the prospects of nomination.

How institutions submit entries

Once an institution’s Laureate Selection Committee has chosen its strongest works, authorised members follow the submission process on the National Laureate portal.

Step 1: Log in to the National Laureate Committee portal. This assumes the institution has constituted its Laureate Selection Committee and directed its NERD Focal Officer to enrol and formally designate the appointed members on NERD. Committee members require this designation to access the Laureate portal using their existing NERD credentials.

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Step 2: On the Laureate Dashboard, click Manage Institution Entries from the top-right menu.

Step 3: The next page will display the dissertations, projects and theses submitted within the institution, grouped under the relevant academic levels: undergraduate, master’s and doctoral, or their recognised equivalents.

Step 4: Use the filters at the top of the page to search for a specific dissertation, project or thesis.

Step 5: Once the work the committee intends to enter is located, click View to review the submission details carefully and confirm that all information is correct.

Step 6: On the View page, click View Submission Evidence to confirm that all required departmental and institutional attestations have been supplied.

Step 7: Click Open Authoritative Student File to view the exact PDF of the dissertation, project or thesis as originally submitted.

Step 8: If everything is in order, click Back to Previous Page or Back to Dashboard to return to the relevant work.

Step 9: Tick the oath checkbox and read the declaration carefully before proceeding. By ticking the box, the committee is making the prescribed institutional declaration in respect of the entry.

Step 10: Click Submit Entry. This completes the submission process for that entry. The committee may then proceed to review and submit other eligible works.

Deadline for submission

The deadline for institutional entries is August 31, 2026.

What happens after institutional submission?

Entries progress through a three-tier process: Institution Committee, Regional (zonal) Committee, and National Committee.

The National Laureate Committee, chaired by Emeritus Professor Abubakar Sambo, oversees the final evaluation.

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The process is designed to be transparent, competitive and merit-driven, with emphasis on academic excellence and impact.

Winners are expected to be honoured at a National Laureate Gala later in the year, previously indicated for November.

Source: punchng.com

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Education

WAEC result crisis worsens as official alleges irregularities, glitches

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The crisis surrounding the recently released West African Examinations Council 2026 results for school candidates has deepen following an allegations of glitches and irregularities by an official of the examination body.

The Head of Examinations at the WAEC office covering in Anambra, Olanrewaju Fadehan, made the allegations in a now viral video, claiming that candidates who sat the computer-based version of the examination were particularly affected.

Fadehan alleged that the problems were noticeable around the release of the results, which he said was initially expected to be announced between August 3 and 5, 2026, adding that WAEC had traditionally released results on Mondays.

He said, “Obviously, there was a problem because the press was eagerly waiting on Monday, the scheduled date. There was a need to quickly do some last-minute adjustments. Something was wrong.”

According to him, the alleged last-minute adjustments affected candidates who sat the computer-based examination, particularly in subjects including Mathematics, English and Igbo.

He also expressed concern over reports that some candidates from the South-East performed poorly in Igbo, despite the subject being widely spoken in the region.

Fadehan said schools that invested heavily in computer-based examination facilities were also affected, alleging that some spent over N60m establishing the facilities in anticipation of the transition to CBT.

“The call for a review this year is particularly disturbing, as it is alarming. Schools that subscribed to the CBT innovation of WAEC were badly hit. Some of them spent upwards of N60m and above to set up their CBT facilities,” he alleged.

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He further alleged that some candidates were not provided with appropriate calculators during the examination, claiming that the development contributed to poor performance in mathematics and other calculation-based subjects.

Fadehan said he had raised concerns about the alleged irregularities during the examination and subsequently petitioned relevant authorities, including the WAEC Board, the House of Representatives Committee on Basic Education and Examining Bodies and the Minister of Education.

He alleged that rather than addressing his complaints, he was subjected to disciplinary proceedings and subsequently placed on interdiction.

“I call on the President of the Federal Republic of Nigeria, President Bola Ahmed Tinubu, to investigate the cause of failure of candidates, particularly those who chose the computer-based WAEC,” he said.

He also made allegations of financial impropriety against the management of the examination body, including claims concerning the supply of calculators, students’ identification cards and charges imposed on candidates and other service seekers.

He urged the federal government and other stakeholders to investigate the allegations, stressing that the integrity of the examination system was important to the future of Nigerian students.

When contacted for a reaction to the allegations on Thursday, the WAEC Head of Public Affairs, Moyosola Adesina, declined to comment on the matter.

“No comment for now,” she said.

The PUNCH reported on August 18 that the examination body is facing growing scrutiny over the integrity of its released WASSCE results for school candidates, as school administrators and education advocates allege grading anomalies and technical glitches linked to the expanded Computer-Based Testing rollout.

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The concerns had followed complaints from school administrators and education advocates who claim that some high-performing students received lower grades than expected, based on their academic records and performance in other standardised assessments.

Source: punchng.com

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Education

FG halts foreign scholarships, redirects funds home

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The Federal Government is reviewing its foreign scholarship and bilateral education arrangements as part of efforts to eliminate unnecessary expenditure and redirect public resources towards strengthening Nigerian tertiary institutions, the Minister of Education, Dr Tunji Alausa, has said.

Alausa said the government could no longer justify spending scarce public funds to send students abroad to study programmes that are already available in Nigerian universities, polytechnics and colleges of education.

The minister disclosed this while explaining the rationale behind the Federal Government’s decision to review its overseas scholarship arrangements, stressing that the policy was driven by the need to build domestic capacity and ensure better value for public expenditure.

He recalled that shortly after assuming office, he was presented with a proposal involving about 100,000 Nigerian students travelling to Morocco to study courses taught in English, including mass communication and journalism.

According to him, the proposal raised serious concerns because the courses were already available in Nigeria, while the students would have had to spend their first year learning French before commencing their programmes.

Alausa said, “Number one, we have all those courses in Nigeria. And yet, number two, they were going to spend the first year learning French before they started the programme.”

He added that the cost of supporting such students abroad could not be justified when Nigeria had developed considerable capacity in its tertiary institutions over the years.

“And number three, in the position of a few million to support this in Nigeria, we support thousands of them,” he said.

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The minister said the government therefore concluded that continuing the arrangement in its previous form would amount to an inefficient use of public resources.

“So the Bilateral Education Agreement was not making sense, again, to us in government. It was a way to waste government funds,” Alausa said.

He added, “And this President will not waste any public funds.”

The latest position builds on the Federal Government’s earlier decision to discontinue government-funded BEA scholarships while retaining support for students already enrolled under the previous arrangements.

The Federal Government has clarified that existing beneficiaries of the bilateral scholarship programme would not be abandoned and would continue to receive support until the completion of their studies, while new government-funded awards under the arrangement were discontinued following a review of the programme.

The policy does not amount to a blanket ban on Nigerians receiving scholarships from foreign governments.

 

 

Foreign governments willing to sponsor Nigerian students can continue to offer such opportunities, but the Federal Government intends to be more selective about committing Nigerian public funds to overseas education.

Alausa similarly explained that foreign countries willing to continue sponsoring Nigerian students could do so without necessarily requiring financial support from the Nigerian government.

The minister said the circumstances that justified sending large numbers of Nigerian students abroad decades ago had changed considerably.

“When those programmes were set up 20 years ago, they were meant to get students to go to the government colleges where we did not have capacity.

“But in the last 20 years, we’ve built a number of capacities in the tertiary institutions — universities, polytechnics and colleges,” he added.

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The scholarship review comes amid broader reforms by the Federal Ministry of Education aimed at repositioning Nigeria’s education system under President Bola Ahmed Tinubu’s Renewed Hope Agenda.

The reforms have focused increasingly on strengthening domestic tertiary institutions, expanding technical and vocational education and training, improving digital education, promoting research and innovation, and making education more responsive to the needs of the economy.

The Federal Government has also intensified efforts to strengthen technical and vocational education and training, with emphasis on modernising curricula, developing industry-relevant skills and improving the capacity of institutions to produce graduates who can contribute directly to economic development.

Alausa has repeatedly argued that education spending must produce measurable outcomes, particularly given the country’s competing development needs and limited public resources.

The push to retain more education spending within Nigeria also reflects the government’s broader objective of strengthening local institutions rather than relying excessively on overseas opportunities.

Alausa said the government’s approach was not simply about withdrawing foreign scholarships but ensuring that public resources were deployed where they would have the greatest impact.

He cited an instance involving scholarship beneficiaries who were expected to study abroad but were instead studying in Nigerian universities, saying such situations further demonstrated the need to review the system.

“So we have to start with Nigerians,” the minister said.

The Federal Government has simultaneously been strengthening domestic student support mechanisms, including scholarships and bursaries for Nigerian students and the Nigerian Education Loan Fund, which provides financial support to students in tertiary institutions.

Alausa said the government’s broader objective was to create a tertiary education system capable of producing the skills, research and innovations required for national development.

He recently inaugurated the Tertiary Institution National Gallery Prize Committee to recognise outstanding academic research and innovation, particularly research with potential for commercialisation and industrial application.

“We want undergraduate researchers to see a clear pathway from academic research to industrial application, enterprise, innovation, and national development,” he said.

The minister said Nigeria could no longer afford to measure the success of its education system simply by the number of certificates awarded.

“The most successful nations of the 21st century will not necessarily be those endowed with greater natural resources. They will be those that can systematically transform knowledge into solutions, research and intellectual capital into economic and industrial value,” Alausa said.

Source: punchng.com

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