Army, Air Force Chiefs locate Universities in hometown

By Eniola Akinkuotu, Abuja

Let. Gen. Tukur Buratai

The decision of the Chief of Army Staff, Lt Gen Tukur Buratai, and the Chief of Air Staff, Air Marshal Sadique Abubakar, to situate the Nigerian Army University and Nigerian Air Force University in their respective hometowns has become a topic of debate.

The army university was established in 2018 in Biu, Borno State, where Buratai hails from, while the proposed air force university will be located in Bauchi, where Abubakar is from. The army university has already been approved by the National Universities Commission even as the Federal Executive Council gave its nod for a N2bn take-off grant for the university which would be accessed from Tertiary Education Trust Fund.

Less than a year later, however, the chief of air staff has decided to replicate Buratai’s feat.

In a statement recently, Bauchi State Governor, Bala Mohammed, hailed Abubakar for using his good offices to establish a university in the state.

Mohammed also commended the CAS for the earlier establishment of the Air Force Special Operation Command in Bauchi.

Speaking with Saturday PUNCH, however, human rights lawyer, Mr Femi Falana (SAN), described the establishment of universities in the hometowns of service chiefs as an abuse of office.

Falana said it was unfortunate that service chiefs were taking actions in contravention of the federal character principle.

He said, “The Nigerian Defence Academy already exists and it awards certificates. The same NDA is not well funded and yet the military is establishing new universities in the hometowns of service chiefs.

“Interestingly, NDA, the army university and the new air force university and other institutions are mostly concentrated in the North. This is against the federal character principle.”

Top military officers who spoke to Saturday PUNCH on condition of anonymity said the establishment of the new military universities were not only the height of nepotism but abuse of taxpayers’ funds.

A brigadier general, who spoke to our correspondent on condition of anonymity, said, “What the service chiefs are doing is nothing but a waste of taxpayers’ money. It is even worse that the Federal Government is allowing them to do this at a time when we need to curb waste.

“It’s even worse that our troops fighting insecurity are told there is not enough money for equipment but there is money for new military universities.

“The service chiefs have been in office for over four years and have turned themselves into politicians, taking projects to their hometowns like constituency projects.”

An air commodore, who also wished to remain anonymous, said there was already an Air Force Institute of Technology in Kaduna which was approved by the NUC.

He said the institute was already offering courses on aeronautics, aerospace engineering and avionics and wondered why there was a need to establish more institutions.

He said, “FEC has approved N2bn for the take-off of the army university. That is already a waste of taxpayers’ funds.

“We already have AFIT in Kaduna which teaches aeronautics and other professional courses. The sad thing is that the army university is even offering courses like Yoruba, Igbo, Hausa and Arabic when it should be strictly specialised courses.

“Even conventional public universities are complaining of lack of funds. Is this the best time for the military to establish new schools?”

When contacted on the telephone, the Director of Information, NAF, Air Commodore Ibikunle Daramola, promised to call back but had yet to do so as of press time.

Similarly, the Spokesman for the Nigerian Army, Col Sagir Musa, said he would call back with a response but had not done so as of the time of filing this report.

*Culled from Punch Newspaper

Nigeria: Unqualified teachers to be sacked by December 2019

By Onyirioha Nnamdi and Anthony Ororho

*Photo: Members of the National Association of Proprietors of Private Schools (NPAN), with students of Rochas Foundation College of Africa ROFOCA)’ when NPAN paid a courtesy visit to (ROFOCA) in Owerri, Imo State of Nigeria.

The Federal Ministry of Education, has said that Tuesday, December 31, 2019 is the deadline for all unqualified teachers to practice in Nigeria.

This order was given by the Teachers Registration Council of Nigeria (TRCN) – The TRCN’s registrar, Professor Josiah Olusegun Ajiboye, said that the plan of the federal government is to make teaching a well-respected career path.

Henceforth, teachers all over Nigeria without qualifications stipulated by the Teachers Registration Council of Nigeria (TRCN) will be shown the way to the door, and this will take effect from the end of December 2019.

Professor Josiah Olusegun Ajiboye, the Registrar of the TRCN, said this on Friday, November 29, at the University of Ibadan when he was administering the oath of practice on newly inducted teachers. He said that the objective of the federal government in reaching this decision, is to make future leaders of Nigerian children, by consciously improving the standard of education.

Ajiboye added that henceforth teaching will become an enviable profession in the country going by the approval of Teachers’ Career Path through the national council.

However, many a teacher, who is not registered with the TRCN, have expressed his desire, not to register with the council, believing, that this threat will be business as usual. In a group platform monitored by Afro-Global Education Deliveries, majority of the teachers who commented on this issue, posited that “Nothing will happen.”

Others alleged that the money realized from the registration exercise, will end up being mis-managed, as a result, they will not register.

As the Expected Date of Execution (EDE), draws near, it is pertinent to note that, some are not even aware that the hammer of theTRCN is hanging over their heads.

Organize Teaching/Learning Activities

By Anthony Ororho

The School Academic Team is shouldered with the Responsibility of organising Teaching Learning Activities on a Yearly, Termly, Weekly and Daily basis, in the following manner:

1. Continuity-Activities must be repeated over time for the desired change in behaviour to occur

2. Sequence-Students should be taught to learn from Simple to Complex materials.

Integration-Subjects should not be taught in Isolation. Learning across the Curriculum, should be encouraged.

There is always a Correlation between one subject and another. Teachers should guide Students to find out. It makes TEACHING and Learning more meaningful and interesting.

The Return of History to Nigerian Schools

Photo: Courtesy internet

We wrote this open letter to the Minister for Education three years ago, and, are happy to note here, that the teaching and learning of history, has been restored to the Primary and Secondary Schools curricula in Nigeria.

We at Afro-Global Education Deliveries (afgedconsult), will want to draw the attention of the Minister for Education to a missing Link in our lives as a People. A nation without a past can hardly design a Future.

The Exclusion of History as a compulsory subject from the Nigerian Curriculum is a misnomer. Curriculum Design and Development, is not within the jurisdiction of the Senate. Therefore, the Senate has acted ultra vires by deliberating on the issue of making History a compulsory subject in Nigerian schools.

We therefore call on the Minister for Education, Alh. Adamu Adamu to rub minds with the Nigerian Education Research and Development Council (NERDC), to make the Teaching and Learning of History compulsory in Nigerian schools.

OUR REASONS:

a. Our youths know nothing about the Labours of our Heroes past

b. They do not understand how or why a People so diverse in Culture and Religion ever came together in the first place to found a nation

3. The Yoruba youth thinks that OPC is Oduduwa. He refers to the Edo youth as omo Ibo. Unknown to him, the Historic ties between Edo and Yoruba is the same Oduduwa. Even Onitsha has ties with Oduduwa

4. History taught African-Americans that they have a proud root. The civilisation of Egypt and its contributions to Science, Medicine, Engineering, and, of course, the Arts can never be overemphasised.

With time the negative effects of the Slave trade, brought out the Princes and Princesses in them. Martin Luther King [jnr], “had a dream.” Barak Obama is that dream.

Afro-Global Education Deliveries has a dream that one day, Nigeria will be the New Egypt.

History will take us there.

#MakeHistoryCompulsoryinSchools

Amb. Anthony Ororho

November 29, 2019

Should Schools Expel Students over Bullying?

By Anthony Ororho

The authorities of the Federal University of Technology Akure (FUTA), in South-West Nigeria, recently expelled six students found culpable in the physical bullying of their school mate.

According to reports reaching us, “The expulsion is sequel to the recommendation of the University Disciplinary Panel which probed the incident that took place in an off campus hostel on Saturday, November 16, 2019 and adjudged them culpable of gross misconduct and breach of the University Matriculation Oath.”

The Expelled students are:

1. Popoola Olaniyi Agboola IDD/ (300L)

2. Oluwadare Faith Tobiloba FST ( 200L)

3. Nandi Yohanna Jessica IPE/ ( 200L)

4. Ajuwon Tolani Emmanuella FAT/ (100L)

5. Emmanuel Funmilayo Taiwo FAT/ (100L)

6. Alao Olabimpe Cecilia CSP/ (100 L)

“The expulsion is in line with the position of Page 48 of the 2019/2020 Students Handbook which prescribes expulsion from the University for Students who engage in, ” Physical assault or battery on another student outside the university premises”.

“As a consequence of their expulsion their studentship of FUTA ceases forthwith with all its rights and privileges, our source revealed.”

The report from the university, explained further, that the “punishment meted out to the affected students is not to pander to the justifiable public outcry that greeted their odious act but in tandem with the rules and regulations as contained in the Students Code of Conduct as stipulated in the University Handbook and oath of Matriculation which all students are made to sign and subscribe to.

FUTA WILL NOT TOLERATE ANY FORM OF INDISCIPLINE OR BREACH OF UNIVERSITY REGULATIONS.”

The report was signed by Mr Adegbenro Adebanjo, Deputy Director, Corporate Communications, Federal University of Technology, Akure.

We now throw the topic open for public debate.

Should Schools Expel Students over Bullying issues?

Please feel free to air your views.

Thank you.

How Principals Can Provide Teacher Support

By Derrick Meador

Having a supportive principal can make all the difference for a teacher. Teachers want to know that their principal has their best interests in mind. One of the main duties of a principal is to provide ongoing, collaborative teacher support. The relationship between a teacher and a principal has to be built on a foundation of trust. This type of relationship takes a lot of time to build. Principals must slowly cultivate these relationships while taking the time to get to know each teacher’s strength and weaknesses.

The worst thing that a new principal can do is to go in and quickly make a lot of changes. This will assuredly turn a group of teachers against a principal quickly. A smart principal will initially make small changes, allow time for teachers to get to know them, and then gradually make larger, more meaningful changes over the course of time. It is important to note that any significant changes should be made only after seeking and considering input from teachers. Here, we examine ten suggestions for earning teacher trust and ultimately providing them with ongoing, collaborative teacher support.

Allow Time for Peer Collaboration

Teachers should be given time to work together in a collaborative effort. This collaboration will strengthen relationships among your faculty, provide new or struggling teachers with an outlet to gain valuable insight and advice, and allows teachers to share best practices and success stories. The principal becomes the driving force in this collaboration. They are the one who schedules the time to collaborate and sets the agenda for these times. Principals who reject the importance of peer collaboration are selling its value far short.

Ask Questions and Seek Their Advice

The principal is the primary decision maker in their building. This doesn’t mean that teachers shouldn’t be included in the decision-making process. Although a principal may have the final say, teachers should be given a platform to express their feelings or provide advice for the principal, especially when the issue will directly affect the teachers. A principal should use the resources at hand when making decisions. Teachers have brilliant ideas. By seeking their advice, they may challenge your thinking on an issue may validate that you are on the right track. Neither case is a terrible thing when making any decision.

Have Their Back

Teachers are people, and all people go through difficult times both personally and professionally at some point in their lives. When a teacher is going through a difficult situation personally (death, divorce, illness, etc.), a principal should give them 100% support at all times. A teacher going through a personal issue will appreciate any support their principal shows during this time. Sometimes this could be as simple as asking them how they are doing and sometimes it may be necessary to give them a few days off.

Professionally you want to back a teacher as long as you believe they are effective, ethical, and moral. There are situations where you absolutely cannot support a teacher because the decision they made is ethically or morally wrong. In this case, do not skirt around the issue. Be up front with them and tell them that they messed up, and there is no way you can back them up based on their actions.

Be Consistent

Teachers hate it when principals are inconsistent especially when dealing with student discipline or parent situations. A principal should always try to be fair and consistent with their decision making. Teachers may not always agree with how you handle situations, but if you establish a pattern of consistency, then they will not complain too much. For example, if a 3rd-grade teacher sends a student to the office for being disrespectful in class, check your student discipline records to see how you have handled similar issues in the past. You do not want any teacher to feel like you play favorites.

Conduct Meaningful Evaluations

Teacher evaluations are meant to be tools that show a teacher where they are and to move them in a direction to maximize their overall effectiveness. Conducting meaningful evaluations takes a lot of time and time is not something a lot of principals have, therefore many principals neglect making the most out of their teacher evaluations. Providing effective teacher support requires constructive criticism at times. No teacher is perfect. There is always room for improvement in some area. A meaningful evaluation allows you the opportunity to be critical and to offer praise. It is a balance of both. A satisfactory evaluation cannot be given on a single classroom visit. It is a collaboration of information gathered through many visits that provide the most meaningful evaluations.

Create a Teacher-Friendly Schedule

Principals are typically responsible for creating their building’s daily schedule. This includes class schedules, teacher planning periods, and duties. If you want to make your teachers happy, minimize the time they need to be on duty. Teachers hate duties of any kind whether it is lunch duty, recess duty, bus duty, etc. If you can figure out a way to create a schedule in which they only have to cover a few duties a month, your teachers will love you.

Encourage Them to Bring Problems to You

Have an open door policy. The relationship between a teacher and principal should be strong enough that they can bring any problem or issue and trust that you are going to try your best to help them out confidentially. Often times you will find that teachers simply need someone to vent their frustrations to, so being a good listener is often all that is necessary. Other times you will have to tell the teacher that you need some time to think about the problem and then get back with them with some take it or leave it advice. Try not to force your opinion on the teacher. Give them options and explain where you are coming from. Tell them what decision you would make and why, but don’t hold it against them if they go with another option. Understand that every situation that is brought to you is unique and how you handle that situation depends on upon the situation itself.

Get to Know Them

There is a thin line between getting to know your teachers and being their best friends. As their leader, you want to build a trusting relationship without getting so close that it interferes when you have to make a tough decision. You want to build a balanced relationship between personal and professional, but you don’t want to tip it where it is more personal than professional. Take an active interest in their family, hobbies, and other interest. This will let them know that you care about them as individuals and not just as teachers.

Offer Advice, Direction, or Assistance

All principals should continuously offer their teachers advice, direction, or assistance. This is especially true for beginning teachers, but it is true for teachers throughout all levels of experience. The principal is the instructional leader, and providing advice, direction, or assistance is the primary job of a leader. This can be done through a variety of ways. Sometimes a principal can simply provide a teacher with verbal advice. Other times they may want to show the teacher by having them observe another teacher whose strengths are in an area where that teacher needs assistance. Providing the teacher with books and resources are another way to provide advice, direction, or assistance.

Provide Applicable Professional Development

All teachers are required to participate in professional development. However, teachers want these professional development opportunities to be applicable to their situation. No teacher wants to sit through eight hours of professional development that doesn’t directly apply to what their teaching or they will never use. This can fall back on the principal as they are often involved in the scheduling of professional development. Choose professional development opportunities that are going to benefit your teachers, not just ones that meet your minimum professional development criteria. Your teachers will appreciate you more, and your school will be better off in the long run because your teachers are learning new things that they can then apply to their daily classroom.

 

Discipline in Schools

Consistency, fairness and follow-through reduce classroom disruptions

By Melissa Kelly

*Every child needs discipline

Schools should provide students with the educational foundation to build successful, independent lives. Classroom disruptions interfere with student achievement. Teachers and administrators must maintain the discipline to create an effective learning environment. A combination of methods used in a consistent and fair manner typically offers the best approach to classroom discipline.

Parents make a difference in student achievement and behavior. Schools should institute policies requiring teachers to contact parents periodically through the year. Half-term or end-of-term reports are often not enough. Calling takes time, but parents can often provide solutions to difficult classroom problems. While not all parental involvement will be positive or have a measurable effect on student behavior, many successful schools use this approach.

Create and Enforce a Schoolwide Discipline Plan

Discipline plans provide students with acknowledged consequences for misbehavior. Effective classroom management should include the dissemination and use of a discipline plan. Teacher training on implementation along with periodic reviews can encourage the consistent and fair application of behavior standards.

Establish Leadership

The actions of the principal and assistant principals form the basis of the overall mood for the school. If they consistently support teachers, fairly implement the discipline plan, and follow-through on disciplinary actions, then teachers will follow their lead. If they slack on discipline, it becomes apparent over time and misbehavior typically increases.

Practice Effective Follow-Through

Consistently following through on the action plan is the only way to truly foster discipline in schools. If a teacher ignores misbehavior in the classroom, it will increase. If administrators fail to support the teachers, they could easily lose control of the situation.

*Parents too must help

Provide Alternative Education Opportunities

Some students need controlled environments where they can learn without distracting the wider school community.  If one student continually disrupts a class and shows an unwillingness to improve his or her behavior, that student might need to be removed from the situation for the sake of the rest of the students in the class. Alternative schools provide options for disruptive or challenging students. Moving other students to new classes that can be controlled at the school level can also help in some situations.

Build a Reputation for Fairness

Hand-in-hand with effective leadership and consistent follow-through, students must believe that teachers and administrators are fair in their disciplinary actions. While some extenuating circumstances require administrators to make adjustments for individual students, in general, students who misbehave should be treated similarly.

Implement Additional Effective Schoolwide Policies

Discipline in schools can evoke the image of administrators stopping fights before they begin or dealing with hostile students in a classroom setting. However, effective discipline begins with the implementation of school-wide housekeeping policies that all teachers must follow. For example, if a school implements a tardy policy that all teachers and administrators follow, tardies will decrease. If teachers are expected to handle these situations on a case-by-case basis, some will do a better job than others and tardies will have a tendency to increase.

Maintain High Expectations

From administrators to guidance counselors to teachers, schools must institute high expectations for both academic achievement and behavior. These expectations must include messages of encouragement and means of support to help all children succeed. Michael Rutter researched the effect of high expectations at school and reported his findings in “Fifteen Hundred Hours”: “Schools that foster high self-esteem and that promote social and scholastic success reduce the likelihood of emotional and behavioral disturbance.”