Education
From F9 parallel in WASSCE to first class in OAU, UNILAG don shares…
From F9 parallel in WASSCE to first class in OAU, UNILAG don shares…
Dr Adewale Tiamiyu, a lecturer in the Department of European Languages and Integration Studies at the University of Lagos, shares his remarkable educational journey from humble beginnings to academic success in this interview with IMOLEAYO OYEDEYI
How did you feel when you had an ‘F9 parallel’ in your O’level exam?
That was in 1987. I felt it was over and it was not possible to go back to school. But I still tried. At that time, it was my social life that affected me. I used to be a break dancer. I also marched for my school: Adelagun Memorial Grammar School in Ibadan, Oyo State. But at the end of it all, I went to check my result and it was F9 parallel. So I lost hope. Though I later sat for the GCE exam, it wasn’t successful, because I did not have the English language. I tried the examination twice and I had E8 in the language. So I abandoned education in 1990. Between 1990 to 1995, I was in Cote d’Ivoire as a meat seller. So I travelled out of the country. However, I returned in 1995 to Lagos and registered for GCE lessons. At the same time, I worked as a primary school teacher in Surulere. So I prepared to go back to school between 1995 and 1997. I made my GCE in 1996 and got admitted into Obafemi Awolowo University, Ile Ife in 1997.
However, was it only the break dancing and extracurricular activities that made you fail the ‘level examinations?
No. That was not the only issue. Then, I was too social and had about 18 girlfriends in almost all Ibadan schools. In those days, we always went to different schools for inter-house sports and I would want to have at least one girlfriend in any school we visited. I am talking of the 80s now. So, I think it was my social life. It was later in life that I understood that I was not a dullard since I had a First Class in OAU years later. I used to think I was a dullard, but my academic achievement in Ife made me believe I was not. I was just not serious during my secondary school days.
What was the reaction of your parents to your O’level result at that time, did they also give up on your education?
They were disappointed that I had an F9 parallel in my O’level. But when I did GCE in 1988, I had credits in four subjects, excluding English. So I did GCE again and kept on having E. So I tried, but I couldn’t make the full five credits. And I never wanted to go to a polytechnic anyway. Assuming I wanted to do that, I could have combined my results. But I never wanted to go. I remember that after my first attempt, it was one of my girlfriends who taught me Mathematics, which made me pass the subject in the second examination, GCE. But I never had credits in English. And when I couldn’t get admission to the university, I wasn’t comfortable in my area anymore. So, I had to travel out of the country.
But why Cote D’IVoire?
I wanted to go to the United States from a French country. This was because most of my mates who didn’t make their results back then had travelled to Holland and other foreign countries just to take away that shame of not passing O’level. You know we were big guys in those days. And all our girlfriends had all gone to the universities because they made their results. So psychologically we were disturbed. We just felt the only option available for us was to go abroad and look for money. So that was why we travelled out. I had intended to go to the USA from Cote d’Ivoire. But when I got to Abidjan, I was disappointed with what I saw. I regretted travelling out. And even now, the phobia is still in me as I don’t want to travel out. Even if they are calling me in the same USA now, I already have that phobia that I don’t want to go and suffer anywhere in the world.
Do you know where some of the bright students in your secondary days are right now?
One of them is in my Faculty. We are both lecturing there. Though he is my senior now at the university, he used to be my classmate in secondary school. He went to the University of Ibadan and graduated in 1993. But I got admitted in 1997. However, having a First Class in Ife made it easy for me to start my lecturing career immediately as I was retained as a lecturer in my department between 2003 and 2005. So I think my First Class made up for the F9 issues I had in my secondary school. And now, I am even much more educated than some of those who came out with better results during my O’level days. I am a Ph.D holder now. But some of them don’t have a PhD. Each time they see me, they wonder how I made it. But I always say, it is never over until it is over. Life is a race anyway. This means if you are still alive, you can become anything. I am a goal-getter and I don’t think anything is possible.
What about your other friends who had the same poor O’level results at the time like you, where are they now and is there anyone among them who was able to overcome that setback?
None were able to overcome that setback of poor O’level results. There is even one at the University of Lagos where I work currently. He is a bricklayer. He never furthered his education after that experience. He is doing the bricklaying job at the university. In my set at the secondary school, we were about 600. And three of us from the same secondary school and class currently work in UNILAG. One is an Associate Professor. I am a lecturer and the third man is a bricklayer. The first man is my senior because I couldn’t catch up with those who had gone ahead of me. But the third person is still a bricklayer as we speak here in UNILAG. Though we still talk, he is not always comfortable around me, because he is not happy seeing me as a Dr, while he is a bricklayer. But I wanted to encourage him because I don’t believe anything is possible. I believe that if he can dream it, it is possible. I could remember that when I was doing my master’s programme at UNILAG. I used to trek from Ikotun to the university. I trekked more than 20 times to go for my studies that year. So I am the type that doesn’t give up on something.
What do you think often goes on in the mind of your secondary school classmate who is now a bricklayer each time he sees you?
Well, I think one of them will be the age factor. I am 54 years old now. But when I made my decision to go back to school in 1995, I was 26 years of age. I left Cote d’Ivoire as a meat seller with the determination to go back to school. So I decided at the right time and I got admission at the age of 29. I eventually graduated at the age of 32. So it was still possible for me to catch up with those who had gone far ahead of me. But if you tell my secondary school classmate who is now a bricklayer to go back to school now that he is also over 50 years of age, he won’t want to do that. This is because he is married with children now. It is too late now for him unless his children will send him to school. I remembered the story of a woman who got admission at the age of 64 to OAU to study law and she graduated at the age of 70. So it is not over until it is over. Life is just like a football match, once the referee has not blown the whistle, you can’t say this is who will win the match.
You went to Cote d’Ivoire intending to travel to the United States from there, so, how did you end up as a meat seller in that country?
When I got there, they asked me if I had an O’level result. I said I didn’t have one. They said that hadn’t been that I had an O’level result, I would have been employed to teach English in the primary school. It was at that time I learnt that if you went to secondary school and didn’t have an O’level result, you remained illiterate. For me, it was very difficult to get abroad from the French country especially when I had no evidence that I attended a secondary school. So the people in Abidjan then asked me which handwork I learnt. Then, I told them I didn’t learn any work. So that was why they got me a meat-selling job. I would go around the market with the meat in my tray to sell to people. That was in the Northern part of Cote d’Ivoire. Initially, I didn’t want to do it. But my maternal uncle, whom I stayed with, stopped feeding me at some point. He said he couldn’t be feeding someone that was not ready to work. So I had to accept the job.
But when you got to Ivory Coast and got disappointed, why didn’t you return to Nigeria?
It was not possible to return because I had no fares to do that. So I had to work. More so, before leaving Nigeria, I had promised my girlfriend that I would come back to take her to the United States. So that shame of failing to make it to the United States caught me. That was why I decided to stay back in the French country to work and gather money. I invested the money in the business of selling rice, potatoes, and onions but the business collapsed. So I had to come back to Nigeria in 1995 to pursue education. I took that decision because I discovered that if one does not go to school or has money, one can’t belong to any serious class in society. And since I had pursued money and couldn’t get it, I felt the only way left for me to have class in life was to go back to school. That was why I got back and started reading the Oxford English textbook for primary four, five, and six classes. I also read a lot in Cote d’Ivoire and that allowed me to master all the basics that I lost in the English language.
How correct is the claim that you once worked as a Septic tank evacuator?
That was when I returned to Lagos from Cote d’Ivoire. When I came back to Nigeria in 1995, I stayed with my uncle in the Aguda area in Surulere, Lagos. And evacuating septic tanks is what my uncle did then for a living. So one day, I asked him to give me money to buy books for my GCE lessons and he told me that I had to join him in the work. I said I was not interested. He then said he couldn’t give me any money if I was not ready to join him to do the work. That was why I agreed to do the work with him. But whenever we got any job then, he would give me only £1 out of the £10 he charged. Yet, I was the one that would enter the septic tank. But I still managed to do it for two years before I got admission in 1997. It was the money I made during those two years that I used to buy the books I needed for my pre-university education preparations. As God would have it, I eventually got admission to OAU to study the French-German language.
culled from PUNCHNG
Education
Lagos to Seal Dowen College
Lagos to Seal Dowen College Over Illegal Waste Dumping
Lagos State authorities have ordered the sealing of Dowen College, Lekki Phase 1, following allegations of improper waste disposal traced to the school.
Commissioner for Environment and Water Resources, Tokunbo Wahab, announced the move on X (formerly Twitter), stating that the Corps Marshal of the Lagos State Environmental Sanitation Corps had been directed to enforce the order.
“This waste was traced to Dowen College in Lekki Phase 1. Such disregard for environmental laws is unacceptable,” Wahab said. “We will not hesitate to take firm action against any institution or organization that violates waste management regulations.”
The commissioner’s statement comes as part of the state’s intensified crackdown on environmental law violations.
Dowen College has previously faced scrutiny from the state government. In 2021, it was shut down indefinitely following the controversial death of student Sylvester Oromoni Jnr., pending investigation.
Education
UBEC, NGF in Conjunction with NEWGLOBE Spotlight Kwara as Model for Tackling Out-of-School Crisis
UBEC, NGF in Conjunction with NEWGLOBE Spotlight Kwara as Model for Tackling Out-of-School Crisis
-By Olufemi A. Adetola
As Nigeria grapples with the challenge of out-of-school children—estimated to be among the highest globally—recent interventions led by the Universal Basic Education Commission (UBEC) and the Nigeria Governors’ Forum (NGF) offer renewed hope. At the center of this momentum is Governor Abdulrahman Abdulrazaq of Kwara State, whose leadership as NGF Chairman is setting a new national tone on foundational education.
Penultimate week, the NGF in collaboration with UBEC and NEWGLOBE convened a multi-stakeholders dialogue in Abuja focusing on foundational learning and strategies to combat the out-of-school children crisis. Commissioners of Education and Chairpersons of State Universal Basic Education Boards (SUBEBs) were present to discuss reforms and implementation pathways. The gathering reaffirmed the need for stronger state-level ownership and collaborative policymaking.
Kwara State represented by the Hon Commissioner of Education, Dr Lawal Olohungbebe and the Executive Chairman of Kwara State Universal Basic Education Board, Prof Shehu Raheem Adaramaja presents a model of what focused leadership and fiscal discipline can achieve in basic education. According to their presentation, upon assumption of office as the Executive Governor of Kwara State , Mallam AbdulRahaman Abdulrazaq CON moved swiftly to pay backlogs of UBEC counterpart funding, allowing the state to access over ₦14.2 billion in federal matching grants for the years 2014-2019 . This intervention reversed Kwara’s prior blacklisting from UBEC funding and unlocked a cascade of basic education infrastructure projects across the state.
Through the Prof. Shehu Adaramaja-led Kwara SUBEB, over 600 schools have been renovated or newly constructed across the 16 local government areas. Classrooms have been furnished with pupils and teachers furniture, perimeter fences erected, boreholes sunk, Digital literacy centres established in 38 centres and WASH facilities provided across the 193 political wards of the state, with clear attention to equity and rural inclusion. These upgrades are impacting both teaching and learning environments in meaningful ways.
In addition to infrastructure, Kwara has tackled the human resource challenge head-on. Between 2021 and 2025, the state recruited over 6,400 new teaching and non-teaching staff, with an emphasis on STEM subjects. The recent recruitment exercise adopted community-based recruitment approach, where qualified NCE and Bachelor degrees in education from various communities were recruited to teach in their localities. All recruited staff signed performance bonds, demonstrating a commitment to accountability and diligence performance at duty.
Another bright spot is the KwaraLEARN programme—an ambitious education technology initiative that has digitized classroom management in over 1,770 public schools. With real-time monitoring, teacher coaching, and structured lesson plans, over 620,000 pupils now benefit from a more consistent and effective learning experience.
Mallam AbdulRahaman Abdulrazaq gave priority attention to teachers motivation and encouragements. He largely demonstrated this in prompt payment of salaries, promotion of teaching and non teaching staff of the State Basic Education Board, enhance capacity building with significant attention to technology education, modern pedagogical trainings, classrooms management techniques, foundational literacy and numeracy skills and other impactful workshops. Early results show gains in literacy and numeracy scores, attendance, and classroom engagement.
Kwara has also gone beyond the school walls. Earlier this year, a targeted enrollment drive brought over 2,300 out-of-school children into classrooms. These efforts were especially focused on nomadic communities, Qur’anic school pupils, street children, and underserved areas often missed in national data. Plans are also underway to build 75 new schools in remote areas to further reduce access barriers.
Perhaps the most telling endorsement of Kwara’s progress came in May 2025 when UBEC’s North-Central Director, Elder Abalaka described the state as “a pacesetter in compliance.” This reflects not just infrastructural output but the state’s commitment to due process, transparency, and strategic alignment with federal education goals.
Governor Abdulrazaq’s leadership at the NGF is crucial to replicating this progress nationwide. His advocacy for coordinated policies, timely funding, and inclusive education models is influencing how states approach their UBE responsibilities. The recent dialogue in Abuja underscored the need for such synergy.
As Nigeria intensifies efforts to implement a new national strategy on foundational learning, it is clear that the states must lead from the front. Kwara State’s success story shows that with the right blend of policy, leadership, and stakeholder engagement, progress is not just possible—it is sustainable.
The crisis of out-of-school children and weak foundational education has persisted for too long. But if more states follow the Kwara example under Governor Abdulrazaq’s NGF-backed leadership, the foundation of Nigeria’s future can be salvaged and secured.
In this regard, what is happening in Kwara should not just be applauded—it should be emulated. The real task now is to replicate such bold governance across every corner of the country.
Education
Worst WAEC Results in 10 Years Raise Concerns Over Education Standards, CBT Readiness
Worst WAEC Results in 10 Years Raise Concerns Over Education Standards, CBT Readiness
ABUJA, August 5, 2025 — Nigeria’s education sector is under renewed scrutiny after the 2025 West African Senior School Certificate Examination (WASSCE) recorded its worst performance in a decade, igniting debate over exam reforms, poor teaching quality, and readiness for full Computer-Based Testing (CBT) next year.
On Monday, the West African Examinations Council (WAEC) announced that only 38.32 percent of the 1,969,313 candidates who sat for the exam obtained five credits, including English and Mathematics—a sharp drop from the 72.12 percent pass rate in 2024.
The last time Nigeria posted a worse result was in 2014, when just 31.28 percent made the benchmark. Over the past decade, performance peaked at 81.70 percent in 2021 before plunging this year.
WAEC Blames Anti-Cheating Measures, CBT Integration
Head of WAEC Nigeria, Dr. Amos Dangut, linked the massive drop to stricter anti-malpractice measures, including serialisation of objective papers, which made collusion “more difficult.”
“The decline can be attributed to new protocols designed to curb malpractice,” Dangut said. He added that Computer-Based Testing was introduced in key subjects like English Language, Mathematics, Biology, and Economics, reducing malpractice but exposing digital illiteracy among students.
He noted that 192,089 results (9.75%) were withheld for alleged cheating—slightly lower than 2024’s 11.92 percent—while 451,796 results (22.94%) remain under processing for technical and administrative reasons.
Despite the low benchmark pass, 87.24 percent of candidates earned five credits in other combinations of subjects.
Digital Transition Sparks Fresh Concerns
The sharp performance decline comes ahead of Nigeria’s planned full CBT transition for WASSCE in 2026, following a Federal Government directive earlier this year.
However, stakeholders warn the timeline is unrealistic, citing this year’s glitches in CBT-based Unified Tertiary Matriculation Examination (UTME) and WAEC’s own logistical chaos—such as the late-night English Language paper on May 28, which saw students writing under candlelight in some states.
WAEC blamed the midnight session on the reprinting of leaked papers, a move that disrupted logistics nationwide.
Stakeholders React: ‘A Reflection of Deep Rot’
Parents-Teachers Association (PTA) President, Haruna Danjuma, said poor preparation and lack of computer knowledge among candidates worsened the outcome:
“Some students did not prepare well. Public schools lack learning materials, and the environment is not conducive. CBT exams blocked chances of malpractice, which many depend on,” Danjuma said.
Prof. Francis Egbokhare, former Director of Distance Learning, University of Ibadan, described the results as a symptom of systemic failure:
“This reflects a crisis of quality in education. We neglect teacher training and infrastructure while obsessing over technology and AI as if they can replace quality instruction,” he lamented, warning of growing “functional illiteracy” among graduates.
Dr. Bisi Akin-Alabi, Project Lead, Safe Schools, Lagos, agreed with WAEC that tougher protocols and serialised question papers made cheating harder, exposing students’ dependence on “expo.”
“The option of CBT shocked many students who lack digital skills,” she said, urging educators to embrace AI-assisted learning and better preparation rather than reliance on leaks.
What Next for WAEC and Nigeria’s Education System?
With less than a year to full CBT exams, experts warn that failure to train teachers, upgrade infrastructure, and close digital gaps could doom millions of students.
As WAEC insists the reforms are necessary to protect exam integrity, Monday’s result has left one question hanging:
Is Nigeria ready for a technology-driven education system—or headed for another decade of failure?
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