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| Dr Bobboyi |
Bobboyi’s efforts
towards realising UBEC goals
towards realising UBEC goals
The Universal Basic Education Commission (UBEC) under its Executive
Secretary, Dr Hamid Bobboyi, has undertaken a number of programmes to address
the Tsangaya Quranic education, which is critical to the realisation of UBEC goals,
UJI ABDULLAHI ILIYASU reports.
Secretary, Dr Hamid Bobboyi, has undertaken a number of programmes to address
the Tsangaya Quranic education, which is critical to the realisation of UBEC goals,
UJI ABDULLAHI ILIYASU reports.
Background
The issue of out-of-school children and the Tsangaya education is one of
the critical intervention programmes of the Universal Basic Education
Commission (UBEC), which the agency’s Executive Secretary Dr Hamid Bobboyi is
working tirelessly to address. Introduced
in 2010, the programme was aimed at integrating the Quranic education into the
mainstream western system.
the critical intervention programmes of the Universal Basic Education
Commission (UBEC), which the agency’s Executive Secretary Dr Hamid Bobboyi is
working tirelessly to address. Introduced
in 2010, the programme was aimed at integrating the Quranic education into the
mainstream western system.
Tsangaya school model
An Islamic cleric and former
minister of communication, Isa Ali Pantami, proposing a Tsangaya model school for
Nigeria said, the traditional Qur’anic school system commonly known as
Tsangaya school is almost as old as the history of Qur’anic revelation.
minister of communication, Isa Ali Pantami, proposing a Tsangaya model school for
Nigeria said, the traditional Qur’anic school system commonly known as
Tsangaya school is almost as old as the history of Qur’anic revelation.
He said after he had understudied some Tsangaya models
developed and adopted in some countries of the world, he now came up with a
model for adoption in Nigeria. His statement was based, he said, on his
in-depth interest and experience of schooling and managing Tsangaya school on
one hand, and knowing the socio-economic and cultural challenges of Nigeria on
the other.
developed and adopted in some countries of the world, he now came up with a
model for adoption in Nigeria. His statement was based, he said, on his
in-depth interest and experience of schooling and managing Tsangaya school on
one hand, and knowing the socio-economic and cultural challenges of Nigeria on
the other.
“Tsangaya
system requires urgent attention towards its genuine integration which can be
achieved through community service by committed people, not those who loot
public funds and still claim to be religious.
system requires urgent attention towards its genuine integration which can be
achieved through community service by committed people, not those who loot
public funds and still claim to be religious.
“Some
pupils in various Tsangaya schools are orphans, while others have completely
lost contact with their parents. The only guardian they know and regard are
their local teachers. If you hand them over to an insincere government, that
will most likely fail in fulfilling its obligations to the schools, they would
be exposed to untold suffering. In the end, what we fear will surely happen –
the pupils will certainly indulge in social vices and extremism as a result of
missing parents, local teacher and negligence of insincere governments that
have already abandoned public institutions,” he said.
pupils in various Tsangaya schools are orphans, while others have completely
lost contact with their parents. The only guardian they know and regard are
their local teachers. If you hand them over to an insincere government, that
will most likely fail in fulfilling its obligations to the schools, they would
be exposed to untold suffering. In the end, what we fear will surely happen –
the pupils will certainly indulge in social vices and extremism as a result of
missing parents, local teacher and negligence of insincere governments that
have already abandoned public institutions,” he said.
Also a senior
lecturer at the Bayero University, Kano,
Dr. Bashir Galadanci, speaking on street begging by Almajiri in the North, said that the Almajiri education across
the country should be a great shame to the nation. He said Almajiri children are despised and
hated as a result of the absence of coherent policy by the government to incorporate
them in the conventional education system.
lecturer at the Bayero University, Kano,
Dr. Bashir Galadanci, speaking on street begging by Almajiri in the North, said that the Almajiri education across
the country should be a great shame to the nation. He said Almajiri children are despised and
hated as a result of the absence of coherent policy by the government to incorporate
them in the conventional education system.
Presenting a paper
at the opening of a 2-day education summit on free and compulsory basic
primary and secondary education held at the Coronation Hall, Government
House, Kano, recently, Galadanci said the issue of funding Tsangaya and
Almajiri system of education was also crippled by lack of fund and recognition
which was supposed to be captured in the national curriculum.
at the opening of a 2-day education summit on free and compulsory basic
primary and secondary education held at the Coronation Hall, Government
House, Kano, recently, Galadanci said the issue of funding Tsangaya and
Almajiri system of education was also crippled by lack of fund and recognition
which was supposed to be captured in the national curriculum.
The concept
of Tsangaya and Almajiri education system he said, had been popularly embraced
and accorded high priority by many nations the world over as part
of the education curriculum of such nations. He agreed
that the concept had made everyone to appreciate the fact
that students of the system had earned prestige, honour and credibility, unlike
here in Nigeria.
of Tsangaya and Almajiri education system he said, had been popularly embraced
and accorded high priority by many nations the world over as part
of the education curriculum of such nations. He agreed
that the concept had made everyone to appreciate the fact
that students of the system had earned prestige, honour and credibility, unlike
here in Nigeria.
Citing the example
of Bangladesh to buttress his point, the university lecturer however stated
that in countries like Egypt, Sudan and Saudi-Arabia, the Tsangaya and
Almajiri education system was designed to shield the children from scavenging in refuse dumps to survive,
stressing that no single person could be sighted roaming the streets in the
name of Islamic education.
of Bangladesh to buttress his point, the university lecturer however stated
that in countries like Egypt, Sudan and Saudi-Arabia, the Tsangaya and
Almajiri education system was designed to shield the children from scavenging in refuse dumps to survive,
stressing that no single person could be sighted roaming the streets in the
name of Islamic education.
He rebuked
northern governors for not rising to the challenge of accommodating the
Tsangaya and Almajiri education system in the nation’s curriculum.
northern governors for not rising to the challenge of accommodating the
Tsangaya and Almajiri education system in the nation’s curriculum.
UBEC’s rescue mission
Many articles have
condemned street begging which Almajiri education system has occasioned.
Because of this the Universal Basic Education Commission (UBEC) under Dr Hamid
Bobboyi has taken the challenge in making sure that Nigerian streets,
especially in northern states, are clean of school-age beggars. It is worthy to
note that in any critical condition women and children are the most hit,
therefore, UBEC has introduced a lot of measures to curb this menace.
condemned street begging which Almajiri education system has occasioned.
Because of this the Universal Basic Education Commission (UBEC) under Dr Hamid
Bobboyi has taken the challenge in making sure that Nigerian streets,
especially in northern states, are clean of school-age beggars. It is worthy to
note that in any critical condition women and children are the most hit,
therefore, UBEC has introduced a lot of measures to curb this menace.
Selected
institutions
institutions
UBEC has selected a
number of training institutions that are implementing the Cluster Schools Model
(CSM) of the capacity building of teachers and managers. The training was aimed at improving teacher
development processes in the basic education sub-sector. This was the consensus
of the two-day meeting hosted by UBEC for representatives of training institutions/colleges
of education selected by State Universal Basic Education Boards (SUBEBs) and
saddled with the responsibility of conducting the cluster model of teacher
professional development in basic education institutions.
number of training institutions that are implementing the Cluster Schools Model
(CSM) of the capacity building of teachers and managers. The training was aimed at improving teacher
development processes in the basic education sub-sector. This was the consensus
of the two-day meeting hosted by UBEC for representatives of training institutions/colleges
of education selected by State Universal Basic Education Boards (SUBEBs) and
saddled with the responsibility of conducting the cluster model of teacher
professional development in basic education institutions.
UBEC
Director, Academic Services, Mallam Wadatau Madawaki informed
participants/representatives of the various training institutions of the
significance of the Cluster Schools Model (CSM) training in enhancing the
capacity of basic education teachers and managers. Mallam Madawaki also used
the opportunity offered by the meeting to stress on the role of training
institutions in conducting pre-service and in-service training of teachers as well
as new initiatives in strengthening the effectiveness of the cluster model of
teacher capacity development.
Director, Academic Services, Mallam Wadatau Madawaki informed
participants/representatives of the various training institutions of the
significance of the Cluster Schools Model (CSM) training in enhancing the
capacity of basic education teachers and managers. Mallam Madawaki also used
the opportunity offered by the meeting to stress on the role of training
institutions in conducting pre-service and in-service training of teachers as well
as new initiatives in strengthening the effectiveness of the cluster model of
teacher capacity development.
Addressing participants
at the opening ceremony during the programme, UBEC Executive Secretary, who was
represented by the Director, UBEC Northwest zonal office, Alhaji Badamasi Musa,
recalled the outstanding efforts of training institutions in conducting the
training for teachers in previous years using the UBEC Teacher Professional
Development (TPD) fund. The Executive Secretary noted that the training institutions
by reason of the roles they play hold a major stake in providing quality basic
education in the country. He expressed optimism that the various institutions
selected on merit by the 36 SUBEBs and FCT UBEB for the next phase of the training
will deliver on their mandates and urged them to make the best use of the
opportunity offered by the programme to identify the priority training methods
that will add value and enhance the attainment of the UBEC activities.
at the opening ceremony during the programme, UBEC Executive Secretary, who was
represented by the Director, UBEC Northwest zonal office, Alhaji Badamasi Musa,
recalled the outstanding efforts of training institutions in conducting the
training for teachers in previous years using the UBEC Teacher Professional
Development (TPD) fund. The Executive Secretary noted that the training institutions
by reason of the roles they play hold a major stake in providing quality basic
education in the country. He expressed optimism that the various institutions
selected on merit by the 36 SUBEBs and FCT UBEB for the next phase of the training
will deliver on their mandates and urged them to make the best use of the
opportunity offered by the programme to identify the priority training methods
that will add value and enhance the attainment of the UBEC activities.
In the course of the meeting
participants were informed that UBEC in partnership with other development
partners has reviewed the cluster school training approach to include effective
monitoring, follow-up and mentorship of participating teachers, assessment
methods and tools that will ensure accurate data collection for improved and
informed decision making on the implementation of the Cluster School Model in
all states.
participants were informed that UBEC in partnership with other development
partners has reviewed the cluster school training approach to include effective
monitoring, follow-up and mentorship of participating teachers, assessment
methods and tools that will ensure accurate data collection for improved and
informed decision making on the implementation of the Cluster School Model in
all states.
The event featured paper presentations,
deliberations on the reviewed cluster model implementation guides as well as
question and answer sessions. The meeting which held at Bafra Hotel, Kaduna was
attended by representatives of the training institutions from all the states.
deliberations on the reviewed cluster model implementation guides as well as
question and answer sessions. The meeting which held at Bafra Hotel, Kaduna was
attended by representatives of the training institutions from all the states.
UBEC and international
partners
partners
UBEC’s
renewed effort and partnership with international development partners in this
direction is expected to enrich teacher capacity building interventions and
usher in improved classroom delivery processes in basic education delivery
institutions in the country
renewed effort and partnership with international development partners in this
direction is expected to enrich teacher capacity building interventions and
usher in improved classroom delivery processes in basic education delivery
institutions in the country
School
Improvement Programmes (SIP)
Improvement Programmes (SIP)
Minister
of Education, Malam Adamu Adamu, has called on state governors across the
country to face the challenge of supporting the implementation of the
goals of the School-Based Management Committee-School-Improvement
Programme (SBMC-SIP) for quality standard to be entrenched in the quest
to make the education sector effectively vibrant.
of Education, Malam Adamu Adamu, has called on state governors across the
country to face the challenge of supporting the implementation of the
goals of the School-Based Management Committee-School-Improvement
Programme (SBMC-SIP) for quality standard to be entrenched in the quest
to make the education sector effectively vibrant.
Speaking
at the flag-off of UBEC programme held in Government House, Kano, recently,
Adamu said the programme was one of the effective government engagements and
collaboration strategies for forging linkages and partnerships with
stakeholders in the delivery of education at the basic level, and that the
SBMC-SIP was seen as a milestone.
at the flag-off of UBEC programme held in Government House, Kano, recently,
Adamu said the programme was one of the effective government engagements and
collaboration strategies for forging linkages and partnerships with
stakeholders in the delivery of education at the basic level, and that the
SBMC-SIP was seen as a milestone.
Adamu
who was represented by the Permanent Secretary in the Federal Ministry of Education,
Mr Sonny Echono, however stated that the UBE programme was a homegrown
initiative aimed at addressing national aspirations and meeting global
expectations through the provision of qualitative functional education free of
charge, to all children of school-going age.
who was represented by the Permanent Secretary in the Federal Ministry of Education,
Mr Sonny Echono, however stated that the UBE programme was a homegrown
initiative aimed at addressing national aspirations and meeting global
expectations through the provision of qualitative functional education free of
charge, to all children of school-going age.
Adamu
said the programme’s implementation experiences had shown that the
delivery of basic education in the country was beset by daunting challenges
that had militated against Nigeria’s drive towards meeting her developmental
goals and global expectations.
said the programme’s implementation experiences had shown that the
delivery of basic education in the country was beset by daunting challenges
that had militated against Nigeria’s drive towards meeting her developmental
goals and global expectations.
He
said the federal government was fully aware that inadequate funding was at
the centre of all the challenges that were facing not only the basic education
but the entire education sector, and that for the myriad of such challenges to
be jettisoned, the president had constituted inter-ministerial committee,
with the hope that by the time it submitted its report, the disturbing trend of
inadequate funding would be addressed.
said the federal government was fully aware that inadequate funding was at
the centre of all the challenges that were facing not only the basic education
but the entire education sector, and that for the myriad of such challenges to
be jettisoned, the president had constituted inter-ministerial committee,
with the hope that by the time it submitted its report, the disturbing trend of
inadequate funding would be addressed.
Speaking
in the same vein, Dr Bobboyi said the essence and the guiding principle of
the self-help and community engagement was to engender strong partnership
and the desire to draw and harness state resources and skills alongside the
abundant material and human resources in the community with a view to
developing the basic education sub-sector.
in the same vein, Dr Bobboyi said the essence and the guiding principle of
the self-help and community engagement was to engender strong partnership
and the desire to draw and harness state resources and skills alongside the
abundant material and human resources in the community with a view to
developing the basic education sub-sector.
Dr
Bobboyi said no nation can sustain a robust, functional and qualitative
basic education without the meaningful and strategic involvement of its
citizenry, stressing the need for instituting the SBMC-SIP which was informed
by the fact that the overall success of the basic education sub-sector depends
largely on the level of community awareness, participation and support for the
programme.
Bobboyi said no nation can sustain a robust, functional and qualitative
basic education without the meaningful and strategic involvement of its
citizenry, stressing the need for instituting the SBMC-SIP which was informed
by the fact that the overall success of the basic education sub-sector depends
largely on the level of community awareness, participation and support for the
programme.
He
pointed out that it was the vision of the commission in the SBMC-SIP to
put up a strategy for school development, whereby community initiated self-help
projects would be implemented by the SBMCs as it has been globally recognised
as school development agents.
pointed out that it was the vision of the commission in the SBMC-SIP to
put up a strategy for school development, whereby community initiated self-help
projects would be implemented by the SBMCs as it has been globally recognised
as school development agents.
The
commission’s delivery and engagement with stakeholders were many, he added,
cutting across infrastructure development through the direct intervention
programme and the UBE grant.
commission’s delivery and engagement with stakeholders were many, he added,
cutting across infrastructure development through the direct intervention
programme and the UBE grant.
Giving
a brief account of SBMC-SIP, the Director, Social Mobilisation, Alhaji Bello
Kagara, said global practices encouraged school committees to involve in
planning, improvement, and management of schools in their domains and
localities and that global reforms agenda in the education sector focus on
decentralisation of school governance and devolving responsibilities to
structures and groups closer to schools.
a brief account of SBMC-SIP, the Director, Social Mobilisation, Alhaji Bello
Kagara, said global practices encouraged school committees to involve in
planning, improvement, and management of schools in their domains and
localities and that global reforms agenda in the education sector focus on
decentralisation of school governance and devolving responsibilities to
structures and groups closer to schools.
In
his remarks, Kano state governor, Dr Abdullahi Umar Ganduje, stated that his
administration was ever willing to support programmes aimed at instilling
quality in the educational sector with the introduction of compulsory and free
education, positing that the drive for the consolidation of the much
pronounced basic education, required a collective resolve on the part of
stakeholders for the objectives to be achieved.
his remarks, Kano state governor, Dr Abdullahi Umar Ganduje, stated that his
administration was ever willing to support programmes aimed at instilling
quality in the educational sector with the introduction of compulsory and free
education, positing that the drive for the consolidation of the much
pronounced basic education, required a collective resolve on the part of
stakeholders for the objectives to be achieved.
By and large however, all the 36 states in the
federation and FCT should also strive to pay their counterpart funds in order
to be able to carry out very important programmes of UBEC, as failing to do
this, is tantamount to sabotaging the efforts of Dr Bobboyi towards rolling out
other programmes that are beneficial to all school age children that are out of
school across the country. Managing UBEC
is a huge responsibility which requires the cooperation of stakeholders and governors
across the 36 states and the FCT.