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
GIRAU INTERNATIONAL SCHOOL, MILLENNIUM CITY KADUNA, OPENS ADMISSION FOR THE 2025/2026 ACADEMIC SESSION
*GIRAU INTERNATIONAL SCHOOL, MILLENNIUM CITY KADUNA, OPENS ADMISSION FOR THE 2025/2026 ACADEMIC SESSION
Girau International School (GIS), a premier educational institution located in the heart of Millennium City, Kaduna, has officially announced the commencement of admissions for the forthcoming academic year. The school invites applications for its comprehensive educational streams: *Early Years, Primary, Secondary, and Islamiyya*.
Renowned for its unwavering commitment to academic excellence and holistic development, GIS stands as a beacon of learning in Northern Nigeria. The institution is built on a foundational philosophy dedicated to providing *world-class education* that meets international standards while being firmly rooted in positive cultural and moral values.
The school’s mission extends beyond conventional academics. With a dedicated focus on *nurturing young minds and shaping future leaders* of tomorrow, GIS employs a curated blend of innovative teaching methodologies, a blended curriculum, and state-of-the-art facilities. The environment is meticulously designed to ensure that every student excels *academically, socially, and morally*, preparing them to thrive in a dynamic global landscape.
*A CAPACITY FOR EXCELLENCE*
GIS boasts significant capacity to deliver on its promises:
* *Modern Infrastructure:* The campus features purpose-built, technologically integrated classrooms, advanced science and computer laboratories, expansive sports facilities, and dedicated learning spaces for creative and performing arts.
* *Qualified Faculty:* The school employs a team of highly trained, experienced, and passionate educators who are specialists in child-centered and participatory learning.
* *Blended Curriculum:* The academic programme seamlessly integrates the Nigerian/British curriculum ensuring international best practices, complemented by a strong emphasis on character building, leadership skills, and Islamic ethical teachings in its Islamiyya section.
* *Secure and Conducive Environment:* Situated within the serene and secure Millennium City layout, the school provides a safe, inclusive, and stimulating atmosphere ideal for learning and personal growth.
Prospective parents and guardians seeking an educational partnership that prioritizes excellence, discipline, and comprehensive development for their wards are encouraged to secure a place.
Admission forms are available at the school’s administration office. Early application is advised due to limited vacancies across all classes.
Education
NIGERIA’S EDUCATION STRIDES, GLOBAL ACKNOWLEDGMENT: When Evidence Travels from Jigawa
NIGERIA’S EDUCATION STRIDES, GLOBAL ACKNOWLEDGMENT: When Evidence Travels from Jigawa
…as President Tinubu set to commission Africa’s largest schools complex in Lagos
By O’tega Ogra
There is a quiet shift happening in Nigeria’s education system. You will not find it in speeches neither will you find it in long policy documents. But if you look closely, you will see it in something far more difficult to dismiss. Evidence.
Last week in San Francisco, at the Comparative and International Education Society (CIES) conference, data from classrooms in Jigawa State was presented before a global audience. Not projections. Not estimates. A record of what is happening inside a public system in Nigeria. 
That distinction matters. For years, much of what the world has understood about education in countries like ours has been assembled from a distance. National averages. Modelled estimates and reports written long after the fact. What was presented this time came from within. Attendance tracked daily. Teachers reassigned based on need. Classrooms observed as they function. All under a digitalised ecosystem.
In Jigawa, under the JigawaUNITE foundational learning digital programme, the numbers tell a simple story. Within roughly 150 days of implementation which commenced at the end of 2024, 95 previously understaffed schools were fully staffed. Pupil teacher ratio moved from 114:1 to 70:1. Daily attendance rose from 39 per cent to 77 per cent. This remarkable improvement was not achieved by expanding the workforce. It came from reorganising what already existed under a digital umbrella.
There is something instructive in that. Nigeria has never lacked policy. What we have often lacked is the discipline of execution. The ability to take what already exists and make it work as intended. That is where the real shift is beginning to show.
But it would be too convenient to reduce this to one programme.
At the federal level, the direction has also been adjusting. The Minister of Education, Dr. Maruf Tunji Alausa, has placed measurable outcomes, foundational learning, and teacher quality back at the centre of policy. UBEC, the Federal Government’s Universal Basic Education body, continues to drive national interventions around school improvement and teacher development, even as it insists that reform must remain system-led and not fragmented.
The First Lady’s education interventions, through the Renewed Hope Initiative, have reinforced education as a national priority, particularly around access, learning materials, and inclusion. These are different levers, but they are part of the same ecosystem.
And then there is the fiscal reality.
Recent reforms under President Bola Ahmed Tinubu have increased allocations to subnational governments, creating more room for states to act. In a federation like Nigeria, that matters. Because education is not delivered from Abuja. It is delivered in states. In schools. In classrooms.
What Jigawa has done is to use that room and the Executive Governor of the state, the State Universal Basic Education Board, and their partners on the JigawaUNITE project, New Globe, must be given kudos.
However, Jigawa is not alone in this journey.
In Kwara, efforts to align teaching with actual learning levels are beginning to correct a structural mismatch in classrooms. In Lagos and Edo, structured pedagogy and closer monitoring are improving consistency in teaching. Across the entire ecosystem, state governments, federal institutions like UBEC, and delivery partners like NewGlobe are pushing at the same question from different angles.
How do children actually learn better?
In a prior reflection, Ifeyinwa Ugochukwu, VP at NewGlobe, captured the urgency clearly. With the right tools, training, and use of data, foundational learning outcomes can improve at scale. The real risk, she noted, is delay, allowing learning gaps to become permanent.
That warning should not be ignored because the context remains difficult. Nigeria still carries one of the largest out of school populations in the world. Learning gaps remain. Progress in one state does not resolve a national challenge, but it does something else.
It proves that movement is possible.
What was presented in Washington did not claim success. It demonstrated function. It showed that a Nigerian sub-national can generate evidence that holds up in a global room. That reform does not always require something new. Sometimes it requires using what already exists more honestly and more efficiently.
The real question now is whether this remains an exception.
Or whether it becomes a pattern.
Because reform at scale is never built on isolated wins. It is built on systems that can reproduce them.
And perhaps that is why the timing matters.
This week, another subnational, Lagos State, is expected to commission the Tolu Schools Complex in Ajegunle, a sprawling 36-school integrated facility spread across 11.7 hectares, designed to serve over 20,000 students, and described as the largest school community in Africa. 
There is a connection here that should not be missed.
On one hand, a classroom system in Jigawa is learning how to organise itself better. On the other, a state like Lagos is building the physical scale required to carry thousands of learners at once.
One is structure. The other is capacity.
Real progress sits where both meet because education reform is not only about what we build, it is about how well what we build actually works.
For once, the data was not explaining Nigeria from the outside.
It was coming from within.
And it carried weight.
Education
FAB Luxury Court Sets A Rare Benchmark For Excellence In Africa
FAB Luxury Court Sets A Rare Benchmark For Excellence In Africa
~By Oluwaseun Fabiyi
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Undoubtedly, partnering with and patronizing Fab Luxury Court will significantly contribute to securing your future; as you plan to associate with them in 2027, we encourage you to maintain a positive outlook and unwavering confidence in your future wealth.
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