JAMB 2014/2015 REMINDERS…READ THESE BEFORE YOU FILL YOUR REGISTRATION FORM!…(PART 2)

 

 



…JAMB student

RE-BLOGGED FROM LAGOSBOOKSCLUB.WORDPRESS.COM/CLICK ON BLUE LINES BELOW

1.WHY ADMISSION TO NIGERIAN PUBLIC UNIVERSITIES IS LIKE GOING TO THIRD WORLD WAR….like-going-to-third-world

2.JAMBITES RECOUNT THEIR VARIOUS ORDEALS OVER THE YEARS…ordeals-over-the-years

3.RESULTS HAVING BIOMETRIC VALIDATION PROBLEMS…biometric-validation-problems

4.WHETHER YOU PASS WAEC OR JAMB STARTS FROM HERE AND NOW! (2)

5.DO NOT BE DECEIVED BY ANYONE HAWKING ANY “SPECIAL” BOOK ON JAMB.IT IS SCAM!

6.WHY DO MANY NIGERIAN STUDENTS FAIL JAMB? HERE ARE THE REASONS!

7.WHETHER YOU PASS WAEC OR JAMB STARTS FROM HERE AND NOW! (1)

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-APPLIED ELECTRICITY,TECH.DRAWING,VISUAL ART

[caption id="attachment_25105" align="aligncenter" width="480"] WAEC SYLLABUS COVER[/caption]

1. APPLIED ELECTRICITY

2.TECHNICAL DRAWING

3.VISUAL ART

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-COMMERCE,ECONOMICS,FINANCIAL ACCOUNTING,GEOGRAPHY

[caption id="attachment_2637" align="aligncenter" width="505"] WAEC EXAM IN PROGRESS[/caption]

1.COMMERCE

2.ECONOMICS

3.FINANCIAL ACCOUNTING

4.GEOGRAPHY

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-AGRIC,BIOLOGY,FOODS AND NUTRITION,PHYSICAL EDUCATION

[caption id="attachment_17341" align="aligncenter" width="450"] WAEC exams[/caption]

1. AGRICULTURAL SCIENCE

2. BIOLOGY

3.FOOD AND NUTRITION

4.PHYSICAL EDUCATION

 

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-MATHS,PHYSICS,CHEMISTRY,FURTHER MATHS

1. MATHEMATICS

2. PHYSICS

3. CHEMISTRY

4.FURTHER MATHS

 

ORIGINAL AND CURRENT WAEC SYLLABUS FOR MAY/JUNE AND OCT/NOV EXAMS-ENGLISH LANGUAGE

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WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION- ENGLISH LANGUAGE SYLLABUS ( Nigeria  Only)

THE SCOPE OF THE SYLLABUS
This examination sets out to test the different basic skills of communication in English using the mediums of speech and writing. The examination will test the receptive and productive abilities of candidates. These abilities will be demonstrated in the following forms: Reading Comprehension, Summary, Vocabulary, Lexis and Structure, Listening Comprehension and Recognition of different aspects of English speech.

AIMS AND OBJECTIVES
The objective of the syllabus is to measure the extent to which the aims of the teaching syllabuses of member countries have been realized in candidates‟ Secondary School career. The examination sets out to examine candidates‟ ability to
(i) use correct English;
(ii) write about incidents in English that are appropriate to specified audiences
and situations;
(iii) organize materials in paragraphs that are chronologically, spatially and logically coherent;
(iv) control sentence structures accurately;
(v) exhibit variety in the choice of sentence patterns;
(vi) comply with the rules of grammar, spelling and punctuation;
(vii) comprehend written and spoken English;
(viii) recognize implied meaning, tones and attitudes;
(ix) use an acceptable pronunciation that can be comprehended by others;
(x) isolate and summarize relevant information from set passages.

OUTLINE
Candidates will be required to take three papers. Total marks for the three papers will be 220 marks for The Gambia and Sierra Leone and 200 for Nigeria.
PAPER 1: 2½ hours - Essay Writing, Comprehension and Summary - 120 marks
PAPER 2: 1 hour - Multiple Choice questions (Lexis and Structure) - 50 marks
PAPER 3: 45 minutes – Test of Orals – 30 marks (for Nigeria only).

WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION- ENGLISH LANGUAGE-DETAILED SYLLABUS

PAPER 1: This paper will be divided into three sections (A, B and C).

SECTION A: ESSAY WRITING (50 marks)

Candidates will be required to spend 50 minutes on this section. There will be five questions in all and candidates will be required to answer only one question.
The questions will test candidates‟ ability to communicate in writing. The topics will demand the following kinds of writing:
(i) letter;
(ii) speech;
(iii) narrative;
(iv) description;
(v) debate/argumentative;
(vi) report;
(vii) article;
(viii) exposition;
(ix) creative writing.

Credit will be given for
(i) Content: relevance of ideas to the topic and its specified audience and purpose;
(ii) Organization: formal features (where applicable), good paragraphing, appropriate emphasis and arrangement of ideas;
(iii) Expression: control of vocabulary and sentence structure;
(iv) Mechanical Accuracy: grammar, punctuation and spelling.
The minimum length expected will be 450 words.

SECTION B: COMPREHENSION (40 marks)

Candidates will be required to spend 50 minutes on this section. The section will consist of two passages each of about three hundred (300) words. Candidates will be required to answer questions on the two passages.
The questions will test the candidate‟s ability to
(i) find appropriate equivalents for selected words and phrases;
(ii) understand the factual content;
(iii) make inferences from the content of the passages;
(iv) respond to uses of English expressions to reveal/reflect sentiments/emotions/attitudes;
(v) identify and label basic grammatical structures, words, phrases or clauses and explain their functions as they appear in the context;
(vi) identify and explain basic literary terms and expressions;
(vii) recast phrases or sentences into grammatical alternatives.
The passages will be chosen from a wide variety of sources all of which will be suitable for this level of examination in terms of theme and interest. The passages will be written in modern English that will be within the experience of candidates. The comprehension test will include a total of three questions based on (vi) above in any one paper.

SECTION C: SUMMARY (30 marks)

Candidates will be required to spend 50 minutes on this section. The section will consist of one prose passage of about five hundred (500) words and will test the candidate‟s ability to
(i) extract relevant information;
(ii) summarize the points demanded in clear, concise English;
(iii) present a summary of specific aspects or portions of the passage;
(iv) avoid repetition, redundancy and extraneous material.
The passage will be selected from a wide variety of suitable sources, including excerpts from narratives, dialogues and expositions of social, cultural, economic and political issues in any part of the world.

PAPER 2: This is an objective/multiple choice paper comprising 100 questions: 40 lexical and 60 structural items. Each question/item will have four options lettered A to D.

A. LEXIS

In addition to items testing knowledge of the vocabulary of everyday usage (i.e. home, social relationships, common core school subjects) questions will be set to test the candidate‟s ability in the use of the more general vocabulary associated with the following fields of human activity:
I. (a) Building;
(b) Plumbing;
(c) Fishing;
(d) Finance – commerce, banking, stock exchange, insurance;
(e) Photography;
(f) Mineral exploitation;
(g) Common manufacturing industries;
(h) Printing, publishing, the press and libraries;
(i) Sea, road, rail and air transport;
(j) Government and politics;
(k) Sports and entertainment;
(l) Religion;
(m) Science and Technology;
(n) Power production – hydro, thermal, solar;
(o) Education;
(p) Transport and Communication;
(q) Military;
(r) Journalism and Advertising.
II. Idioms, i.e. idiomatic expressions and collocations (e.g. “hook, line and sinker”, “every Tom, Dick and Harry” etc.) the total meaning of which cannot be arrived at simply by consideration of the dictionary meanings of the words in the structures in which they appear.
III. Structural elements of English e.g. sequence of tenses, matching of pronouns with noun referents, use of correct prepositions.
IV. Figurative usage
By “more general” vocabulary is meant those words and usages of words normally associated with the field of human activity in question which are generally known, used and understood by most educated people who while not engaged in that field of activity may have occasion to read, speak or write about it. Thus, for example, in the vocabulary of transportation by sea, one would expect knowledge of terms such as “bridge” and “deck”, which most educated people understand, but not “halyard”, “dodge”, “davit” or “thrust block”, which are specialized.
All items will be phrased in such a way as to test the use and understanding of the required lexis, rather than dictionary definitions and explanations. In practice, the test of lexis will be so designed as to explore, not merely the extent of the candidates‟ vocabulary but more importantly their ability to respond to sense relations in the use of lexical items e.g. synonyms, antonyms and homonyms.
In the testing of figurative language, candidates will be expected to recognize when an expression is used figuratively rather than literally.

B. STRUCTURE

Structure here is used to include:
(i) The patterns of changes in word-forms which indicate number, tense, degree, etc.;
(ii) The patterns in which different categories of words regularly combine to form groups and these groups in turn combine to form sentences;
(iii) The use of structural words e.g. conjunctions, articles, determiners, prepositions, etc.

PAPER 3 ORAL ENGLISH (30 marks)
This paper will test candidates‟ knowledge of Oral English.

ALTERNATIVE C: TEST OF ORALS (For School and Private Candidates in Nigeria)A Test of Orals format is a multiple-choice paper of 60 items testing a wide range of areas or aspects of Orals as contained in the syllabus.

The Test of Orals will cover the following areas:
(1) Vowels – pure vowels and diphthongs;
(2) Consonants (including clusters);
(3) Rhymes;
(4) Word Stress/Syllable Structure;
(5) Emphatic Stress/Intonation Patterns;
(6) Phonetic Symbols.
The items to be tested in the specified areas are in accordance with the following blueprint:

SECTION/AREA/FEATURE/NO. OF ITEMS
1.Test of Vowels-15 (10 pure vowels, 5 diphthongs)
2.Test of Consonants-15
3.Test of Rhymes-5
4.Test of Stress (4 – Syllable word)-5
5.Test of Stress (2/3 – Syllable word)-5
6.Test of Emphatic Stress/Intonation-5
7.Patterns in Sentences-10 (5 vocalic and 5 consonantal)

ARE YOU INTERESTED IN THE NIGERIAN DEFENCE ACADEMY?...HERE ARE THE CURRENT ADMISSION REQUIREMENTS

Check Out NDA Requirements For 2013/14 Admission

We love to bring to the notice of the general public the necessary requirements needed for NDA 2013/14 Admission. Candidates are expected to possesses the listed qualifications below before proceeding to pick the form.

NDA

Only candidates who meet the JAMB national cut-off mark will be eligible to sit for the NDA Entrance Examination at their Examination Centre of choice.

To be eligible for admission into the Nigerian Defence Academy NDA a candidate (Male and Female) must have the following-as listed below:

• Minimum of 5 credit passes at SSCE (WAEC or NECO) or GCE O Level or Grade II Teachers Certificate obtained in not more than 2 sittings, relevant to the Faculty of their choice.


• Credit in English Language and Mathematics


• At least one supporting relevant credit to the compulsory credits in Faculty of Arts and Social Sciences and Faculty of Science. However, only one supporting relevant credit is required in the Faculty of Engineering.


• Be at least 17 years old and not more than 21 years old at the time of entry into the Academy. Note that Nigerian Airforce candidates must be between 17 and 18 years old at entry.


• Must not be less than 1.68 metres tall for male and 1.62 metres for female.


• Must be medically and physically fit and must be of good moral character.


• Must be single male or female without legal obligation to support any child or other individuals.


• Present a Certificate of Origin obtained from a Local Government and a Certificate of State Indigeneship from the Office of the State Governor is desirable.

Furthermore, candidates are to note the following:

Awaiting results are not qualified. Results not submitted with application form will not be accepted.

Only examination results of 5 years from date taken will be accepted.

Admission into the Nigerian Defence Academy is for both MALE and FEMALE NIGERIANS only.

Course	General Requirements	Compulsory Credits	Relevant Credits
Faculty of Arts and Sciences
BSc Economics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Economics and Mathematics	Accounts, Commerce, Government, Geography, History, French and Arabic
BSc Accounting	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Accounting and Mathematics	Accounts, Commerce, Government, Geography, History, French and Arabic
BSc Geography	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Geography and Mathematics	History, Economics, Government, Accounts, Commerce, French and Arabic
BA History and International Studies	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, History and Mathematics	History, Economics, Government, Accounts, Commerce, French and Arabic
BSc Political Science and Defence Studies	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Government and Mathematics	History, Economics, French, Geography, Accounts and Commerce
BSc Psychology	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Biology and Mathematics	Economic, Health Science, Government and Agric Science
Faculty of Engineering
BEng Civil	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Physics and Chemistry	Technical Drawing, Further Mathematics, Biology and Geography
BEng Electrical and Electronics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Chemistry and Physics	Technical Drawing, Further Mathematics, Biology and Geography
BEng Mechanical	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Chemistry and Physics	Technical Drawing, Further Mathematics, Biology and Geography
Faculty of Science
BSc Biological Sciences	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Biology and Chemistry	Physics, Agric Science, Geography and Health Science
BSc Chemistry	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Chemistry and Biology	Physics, Health Science, Agric Science and Geography
BSc Mathematics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics and Physics	Chemistry, Additional/ Further Mathematics, Biology and Geography
BSc Computer Science	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics and Physics	Chemistry, Additional/ Further Mathematics, Biology and Geography
BSc Physics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics and Physics	Chemistry, Biology, Technical Drawing and Geography

http://www.ndaapplications.org/

 

NIGERIANS ARE INTELLIGENT AND VERY FUNNY…SEE PICS AND CARTOONS!…(3)

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http://lagosbooksclub.com/nigerians-are-intelligent-and-very-funny-see-pics-and-cartoons-1/

http://lagosbooksclub.com/nigerians-intelligent-funnysee-pics-cartoons2/

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PAST WAEC/NECO QUESTIONS ON LETTER-WRITING (FORMAL AND INFORMAL) FOR SSCE AND GCE

students and teachers should have mutually beneficial relationships

ESSAY QUESTIONS FOR PRACTICE

FORMAL

1.The nation-wide strike by secondary school teachers affected your school adversely . Write a letter to the Minister of Education suggesting ways for preventing future strike actions.
 2. Write a letter to the Director of the Environmental Protection Agency in your country complaining about environmental pollution of your area and requesting that urgent action be taken to improve the situation.
 3. There was a riot in your school resulting in extensive damage. And the Ministry of Education ordered your school to be shut down. Write a letter to the Commissioner of Education, explaining the causes of the disturbance and appealing for the school to be re- opened.
 4. You have been sent on indefinite suspension for the part you played in a resent disturbance in which valuable school property was damaged. Write a letter to the principal of your school describing the part that you played and apologizing for your involvement.
 5. Write a letter to the Commissioner of Agriculture of your state deploring the low-level of food production in the state and suggesting measures which the Government should take to ensure that there is sufficient food for all.
 6. The performance of your country in a recent international sports competition has generated a lot of comments. Write a letter to the editor of one of your national newspapers discussing the factors responsible for the level of performance and the lessons that should be learnt.
7.You were an eye-witness to a fight in your dormitory in which a junior student was given a black eye and the principal has threatened to expel all the boarders unless the facts of the matter were made known to him. Write a letter to the Principal stating what actually happened.
8. You were about to leave school after spending six years as a student. Write a letter to the principal expressing your candid views about the strengths and weaknesses of the school and giving suggestions for improvement.
 9. You are one of those arrested by the Police at the scene of a crime. Write a letter to the Commissioner of Police giving details of the crime, pleading your innocence and requesting to be released.
 10.There has been wide-spread complaints against the teaching staff: absenteeism, lateness to classes, failure to prepare lessons and so on. As the senior prefect, write a letter to the Principal informing him of the situation and requesting him to take necessary action in order to avert a riot that is being secretly planned by students.
 11.The transistor radio you bought from a departmental store with  a two-year guarantee developed a fault after six months. You took it to the technical section of the store where the foreman refused to accept it, alleging that the guarantee does not cover the fault reported. Write a letter to the General Manager of the store lodging your complaints explaining the nature of the fault and requesting the store fulfill its guarantee.
 12. Write a letter to the newly elected Chairman of your Local Government Council congratulating him on  his election and stating the priority needs of your community.
 13. Write a letter to the Commissioner of Agriculture informing him of invasion by certain pests of the farms in your locality and asking for advise and help in controlling them.
 14. You were an eye-witness to an incident in which a crowd of angry traders beat a suspected thief to death. Write a letter to the Divisional Police Officer in your area giving an account of what happened. 

INFORMAL

15.Write a letter to your father who has been on a long course abroad telling him how the family has been faring in his absence (450 words)
16. A nagging problem in your family has so far defied all solution. Write a letter to an uncle of yours stating what the problem is and giving reasons why he should intervene.
17.You are in the final year of a Secondary school. Write a letter to your uncle who is an influential person in the society, telling him what you intend  to do next and ask for his assistance.
18.You have received information that your brother, who is schooling in another part of the country, is playing truant and keeping bad company. Write a letter warning him of the consequences of such behavior and urging him to turn over a new leaf.
19.You had a quarrel with a very good friend of yours some time ago and since then both of you have not been on speaking terms. Write a letter to him or her expressing your regret of the break in your relationship and your desire for reconciliation.
20.Your younger sister in SS2 has written for your advise on what subjects she should study for SSCE. As someone who knows her ability in the different subjects, write a letter to her giving advice on why she should choose certain subjects rather than others.
21.An elder sister of yours who left school had confided in you in her last letter that she plans to elope with her lover whom your parents do not approve of. Write a letter to her advising against such action, and suggesting steps she should take to obtain the parents’ consent.22.You have changed school and after a few months, you discover that the present school is not as good as the former. Write a letter to your former school giving at least three areas in which the new school doesn’t measure up to the old one.
 23.There was a terrible storm in your town during which houses were destroyed. Your family house was among those affected. Write a letter to your uncle working overseas describing the disaster and requesting for help in reconstructing the house.
24.A friend of yours has been absent from school for about a month due to illness. Write a letter to your friend describing some interesting things that have happened in the school during the period and expressing your wish for a quick recovery.
25,In a letter to your brother who has been studying abroad for the past five years, describe at least three ways in which the current economic situation has affected the ways and life of  your family.
26.One of you pen friends has written asking you to describe your favorite Nigerian dish to enable her prepare it. Write back explaining how the dish is cooked.

ASK SOME PARENTS OR STUDENTS TO GO TO WAEC AND THEY FEEL YOU HAVE ASKED THEM TO GO TO ASO ROCK.HERE IS AN INTERNAL ANNUAL REPORT TO GIVE SOME INSIGHT INTO THE WAY WAEC THINKS AND WORKS.

[caption id="attachment_447" align="aligncenter" width="610"] waec-logo[/caption]

2009_Registrars_Annual_Report

Please download and give us some feedback after reading this report. To those who always think those at WAEC are fools you'll definitely be surprised at how much WAEC puts into curbing exam malpractices! A bit long but every page is worthwhile of the time spent.


Good luck.

LAGOS EDUCATION SUMMIT:WE RESPECT MRS EZEKWESILI BUT ALWAYS WONDER WHERE EDUCATIONAL STATS USED BY PUBLIC OFFICIALS COME FROM...AND WHY WAS NO MEANINGFUL REFERENCE MADE TO MASS CHEATING IN JAMB AND PRESENT PREDICAMENT OF STUDENTS?

56 Million Nigerians Illiterate –Ezekwesili  

[caption id="attachment_9006" align="aligncenter" width="480"] Oby-Ezekwesil[/caption]

Former Minister of Education, Dr. Obiageli Ezekwesili says report has revealed that 56 million Nigerians are still illiterate and cannot read and write.

She spoke at the 3rd Lagos State Education Summit at the Eko Hotels and Suites, Victoria Island, Lagos, southwest Nigeria on Tuesday. The summit has the theme: Qualitative Education in Lagos State: Raising the Standard.

According to Ezekwesili, Nigeria “accounts for 6 million out of 36 million school girls that cannot attend primary education worldwide. There are about 56 million illiterates in Nigeria. Primary school completion rate ranges between two percent to 92 percent depending on the state.”

She said the issue of bureaucracy was a major hindrance to raising the standard of education in the country, while lamenting the overwhelming power of the education minister with respect to decision-making at the unity schools, which she said, was the practice before her appointment.

Ezekwesili explained how she found out that 96 percent of the capital expenditure appropriated for the unity schools in the federation went into the construction of fences and toilets, among others and called for intensive, increased and meaningful efforts at developing public schools, showing data that more than 65 percent of Nigerians still depended on publicly funded secondary education while about 75 percent depended on publicly funded primary education.

She said when she became a minister, enrolment “was low; quality of education below standard; schools were not well-managed; and it displayed wide inequity in terms of gender enrolment, though differed across the states.”

Delivering his address on the occasion, Governor Babatunde Fashola explained that the government had not taken any decision on whether pupils would wear Hijab or not, adding that the emphasis was on what the children know and not what they wear.

According to him, government was mindful of the inequality in the society and thought also that  continuous investment in education would help to bridge those inequalities, adding that the results from public examinations from 2007 showed that education was heading in the right direction in the state, and that if it was a quick fix, it would have its many political appeals.

“It is not a quick fix. I understand that it is a very long journey. It yet may be many years long after we have left that we will see the result but it is a journey that I am convinced that we should undertake,” he said.

“Today, one of the outcomes of our investment is that a poll conducted among 5,000 disaggregated citizens in our state recently showed that 51 percent of the citizens would put their children in public primary schools. This was not the case a few years ago. It also now shows that 60 percent of the citizens will put their children in public secondary schools and the reason is not far-fetched.

“What are we doing to improve further on those outcomes? It is the training of our teachers. In the last three years, they have spent a larger part of their long vacation in training at our Staff Development Centre in Magodo,” he explained.

Fashola also spoke on the policy shift that now placed emphasis on real success in examinations to earn promotion to the next class, saying that “we are already planning this year’s training immediately they finish the exams but perhaps to underscore what our teachers have done; over the years, our children went through school from primary through secondary school moving from one class to the other with a grade of 30 percent. So the only time they ever have to score 50 percent is when they are doing the external WAEC.”

Deputy British High Commissioner in Nigeria, Mr. Peter Carter said Britain is personally committed to the success of the Summit as it believes that education improves the quality of living of people.

He noted that the United Kingdom had continued to play roles such as facilitating inclusion of Lagos as one of the six states that is benefitting from education support programme from the Department for International Funds and Development, DFID.

Commissioner for Education, Mrs. Olayinka Oladunjoye said the State Government had been using the Lagos Education Summit to generate new ideas to take the education sector to new heights.

—Kazeem Ugbodaga

 

TRIBUTE TO PINI JASON...HERE IS WHAT HE SAID ABOUT POLITICIANS AND EDUCATION IN NIGERIA

[caption id="attachment_8685" align="aligncenter" width="480"] PiniJason[/caption]

INTRO

WE met in the early 90's maybe twice or thrice at Ikoyi Club.Then it was the norm to show that you had climbed the social ladder by your membership of the prestigious Club.We met at the main bar where we shared a few drinks and watched soccer on one of the first very wide screens in the country.Lots of chit-chats were going on at the same time but i focused on him once i got to know he was Pini Jason (Chief  Pini Jason Onyegbaduo!)

I had read a few of his posts in the Vanguard and had come to admire him from afar.I asked him a few questions about his work,column and writing.After a few minutes we were chatting like long lost brothers because there was instant chemistry from both sides.But even at the Club's main bar where you were bound to meet some members behaving like keggites Pini's intelligence and humility were noticeable and both made you to like,love or respect him.

So here is to those few moments we had together shortly before i stopped going to the Club because of Mason College which was on the drawing board then.

The End of a Perfect Day

by Carrie Jacobs Bond Song

When you come to the end of a perfect day,
And you sit alone with your thoughts,
While the chimes ring out with a carol gay
For the joy that the day has brought,
Do you think what the end of a perfect day
Can mean to a tired heart,
When the sun goes down with a flaming ray,
And the dear friends have to part?

Well, this is the end of a perfect day,
Near the end of a journey, too;
But it leaves a thought that is big and strong,
With a wish that is kind and true.
For mem’ry has painted this perfect day
With colours that never fade,
And we find, at the end of a perfect day,
The soul of a friend we’ve made

Pini,may your gentle soul rest in perfect peace.Amen.

HIS ARTICLE ON EDUCATION

Before he died we had twice published his article about politicians and education in Nigeria.It is a beautiful piece.So kindly grant us the indulgence to" re-re-produce" the write-up especially for those who have joined this blog since then.Probably about 80% of those reading our posts these days!

PINI'S ARTICLE (UNABRIDGED)

How bad politics killed our education…BY PINI JASON (AUGUST 2011)

Left…Chief (Barr.) Ezenwo Nyesom Wike – Honourable Minister of State for Education

LAST week, several national papers lamented the abysmal performance of Nigerian candidates who sat for the 2011 West African Secondary School Certificate Examination. According to reports, of the 1.5 million candidates who sat for the May/June examination, only 472,906, or a disappointing 31 percent, obtained five credits and above in the subjects, including English Language and Mathematics.

Over one million of them failed, while 80,247 candidates had their results withheld. And this result was said to be an improvement on last year’s result. In the last four years, the WAEC result has been consistently woeful.

The implication of this mass failure is not just that it is only 31 percent that can seek university admission this year. The truth is that rest who did not “make” it or those who would say, “WAEC gave me…” will still join the 31 percent in seeking admission, albeit with forged results, Oluwole certificates and all manner of bribery, if you know what I mean. That is how, in the first place, many of the teachers who produce this annual mass failure got into the universities and teachers’ colleges. If you doubt me, let the government order a screening of all teachers’ and lecturers’ certificates today, and see if it will not illicit stiff opposition, diversionary name-calling and threat of strike!

Every time we are confronted with this type of ugly reality, we moan and complain. Indeed many Nigerians, including a former Minister of Education, Prof Jubril Aminu, wailed about the result. The moaning will offer the usual excuses that do not touch on the real causes, and then we flip the page and move on.

Ask anybody why the dismal performance, the ready answer would be: “Government is not funding education well enough”! May be poor funding, but can we first audit the little that goes into the educational system to know how it is used? The real problem lies elsewhere, in a corner we hardly look!

 Bad politics

There is a fundamental disease that is behind this national headache called falling standards in education. This disease is also behind our failures in almost all the departments of our national life. The problem is bad politics! Poor funding of education, non-implementation of annual budgets, corruption, name it, they are all products of bad politics. Bad politics is that which is obsessed placating personal and group aggrandizement to the detriment of public good. Richard Joseph called it prebendal politics.

The language of this type of politics goes like this: “Since independence, none of our sons has occupied the Ministry of Siddon Chop”, “Since this democratic dispensation our clan has not produced a Minister of Wackie and Quench”. What this type agitation does is to put unnecessary pressure and the wrong emphasis on the criteria for choice of public officers or induce a musical chair in what we call a “lucrative” ministry.

Eight years ago, a former Minister of Education told me something that was really instructive about our educational system. He said, from information he could glean from the ministry, that since Independence, no Minister of Education has attended the bi-annual Commonwealth Conference of Education Ministers twice!

This, if it is true, points to three critical implications. One is the high rate of turnover of Ministers in the ministry; two, the near absence of institutional memory and thirdly, we suffer policy reversal and uncertainty of implementation. Obviously, in such atmosphere of instability, supervision suffers, unqualified teachers are recruited, resources allocated to schools develop wings as corruption has a field day.

The longest serving Minister of Education in the history of this country was Aja Nwachukwu who, who in the “brief shining moments” of Nigeria, spent eight years in the Ministry. He was followed by Chief A.Y Eke, five years and Prof Jubril Aminu, four years. If you look at the years of political crises, such as 1983, when Shagari’s regime was terminated, and the years following June 12 crisis of 1993 to 1999, they coincide with shortest tenures in the Ministry, showing how political crisis affects us. Things began to look up again from June 1999, the return of democracy, when some Ministers spent between two to three years. Then there was a relapse between 2003 and 2007, the era of third term scam and the crisis it generated.

 Grim statistics

From the above grim statistics we can also see why ASUU was constantly going on strike. When a new minister comes, he begins to study the files, including ASUU file. But if he puts in just six months you can agree that he would hardly be in any position to understand the details and essence of any agreement before he is trundled out of the Ministry. During these periods of short tenures, civil servants would dump on the Minister new education policies he would hardly have time to digest or he starts one addle-headed policy that creates its own problem and like a bad cold, runs its course six months or 10 months after the Minister is shown the door. For example, Mrs. Ezekwesili spent just nine months in the Ministry. But in that short time she raised a storm of her own with her proposal to privatize (or was it to concession) the Unity Schools!

While this musical chair is going on in the Ministry, the supervision of the principals, rectors and Vice Chancellors is relegated to the background. All manner of things happen undetected. A university with admission quota of 2000 students begins to sell admissions (they call it supplementary admission) to those who failed WAEC examinations and JAMB. It is lack of effective supervision occasioned by high turnover of ministers that has killed our education. It is not just poor funding. The little that goes into the schools can be better managed for better results!

In fairness to the ministers, many of them have the competence and the ability to deliver. And if you followed the screening of the ministers, you would agree that they are not lacking in ideas. But they often hardly have the time to put their ideas into practice. Take the case of Prof Rufai for example. I was told that she did a great job in Jigawa State and that was why she was brought to the center. But the truth is that if President Jonathan did not reappoint her to the ministry, she would have lasted just one year and would not have had time to deliver on the expectation that brought her to the Federal level. There would have been no basis to judge her performance.

Other ministries

This crisis is not limited to Ministry of Education alone. The sad story is replicated in all the other ministries. That is why all the Federal Roads have become national embarrassment. You wonder how a nation can go to sleep and allow all her roads become death traps. The simple answer is that the ministers are constantly engaged in a dizzying going and coming. You wonder how a nation can watch all her hospitals break down.

The Minister, who assumed duty just three months ago, is probably busy preparing his handover notes! Every sector you see decay is just a victim of our bad politics. Were people and sponsored groups not lobbying for President Jonathan to drop some Ministers, not because they are incompetent but to abort some policies they initiated in their various ministries?

For us to turn things round, especially as we dream about 20: 2020, we should identify our national priorities in key ministries and allow ministers, who know what they are doing, to last long enough in such ministries to make impact.

And to back him up this was our next post

HERE IS NO 1 PROBLEM CAUSING EDUCATIONAL ARTHRITIS IN NIGERIA

SO LONG,DEAR FRIEND PINI,BYE FOR NOW JASON.

EDUCATION MINISTER CONFIRMS OUR POSITION ON NECO AND JAMB...ONLY THE NATIONAL ASSEMBLY CAN SCRAP BOTH OF THEM!

“Even if government has to scrap JAMB or NECO, government has to write the National Assembly to repeal the Acts that established them...." says Education Minister

HERE IS THE FULL STORY FROM VANGUARD

No plan to scrap NECO, UTME, Minister tells Senate

[caption id="attachment_7914" align="aligncenter" width="200"] Chief Nyesom Wike- Minister of State for Education[/caption]

ABUJA—THE Federal Government,Thursday, said there were no plans to scrap the University Tertiary Matriculation Examination (UMTE) and National Examination Council (NECO) as being speculated, stressing that mischief makers were out to pitch the government against the people.

Speaking, yesterday, when he appeared before the Senate Committee on Education, led by Senator Uche Chukwumerije, PDP, Abia North, Minister of State for Education, Nyesom Wike, said in  politics, it was possible for people who might have issues with government to come up with how government will be seen as unpopular, adding that critics of government had a hidden agenda.

Following reports of government’s plans to scrap the two examination bodies, the Senate had, on resumption from its Easter break, summoned critical stakeholders as Minister of Education, Professor Ruqayyatu Rufa’i, Minister of State, Education, Mr. Nyesom Wike, heads of NECO and Joint Admissions And Matriculation Board, JAMB, but the senior minister was absent as she was said to have accompanied the Minister of Finance, Dr. Ngozi Okonjo-Iweala, on an official assignment outside the country.

File Photo: Cross section of students writing exam

Wike, who alluded to the recommendation of the Steve Oronsaye panel set up by the Federal Government to rationalise over 400 government agencies, noted that they were not before the senators to discuss the existence of NECO.

He said:  ‘’I don’t know where they got the information that government wanted to scrap NECO. Government has at no time scrapped NECO and JAMB.

“Even if government has to scrap any of these agencies, it has to give reasons for its action. No position has been taken. It is the handiwork of mischievous people who want to pitch the government against the people.

“Even if government has to scrap JAMB or NECO, government has to write the National Assembly to repeal the Acts that established them. I don’t know where the rumours are coming from.”

Wike also frowned on a situation where some professional agencies as Computer Association, Library Association, among others, existed within the Education Ministry and funded by the Ministry.

It will be recalled that the Steve Oronsaye panel was reported to have recommended scrapping of UTME and NECO respectively

The panel, which report has become the subject of a white paper committee, also recommended the scrapping of double examinations for secondary school students but made a case for existence of only the West African Examination Council (WAEC).

When asked by a member of the committee, Senator Pius Ewherido, DPP, Delta Central,  if there was the need to retain the body, Registrar of JAMB, Professor Dibu Ojerinde, stressed the need for the examination body to remain.

He also explained that when scrapped, the unifying factor of UTME as well as its very cheap nature would be defeated.

According to him, UMTE is the only way of addressing the diverse problems of the country, including that of federal character.

Cautioning against the scrap of UMTE, Prof. Ojerinde said the scrapping  “would be grave for a Nigerian child. Each child would have to purchase forms for the university he wants to go.”

Also speaking, the Registrar of NECO, Professor Promise Okpala, who canvassed that NECO should be retained, however, said the body had brought a choice to the doorsteps of Nigerian children rather than being pigeon-holed to one examination body.

BY HENRY UMORU & JOSEPH ERUNKE

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• We Called Last Week's Report on Cancellation of Neco and Jamb Irresponsible Journalism...it Turned Out We Were Right!

 

WE CALLED LAST WEEK'S REPORT ON CANCELLATION OF NECO AND JAMB IRRESPONSIBLE JOURNALISM...IT TURNED OUT WE WERE RIGHT!

[caption id="attachment_7916" align="aligncenter" width="600"] Chief Nyesom Wike- Minister of State for Education[/caption]

No action on UTME, NECO yet, says FG

Abuja — Worried by the anxiety that has trailed the purported scrapping of the Unified Tertiary Matriculation Examination, UTME and the National Examination Council, NECO, the Federal Government has cleared the air on the matter, saying that no decision has been taken on the matter.

Many groups including members of the National Assembly and labour unions  have already kicked against the planned scrapping of the institutions, which have been providing services for students across the country.

Although the government is yet to issue a white paper on the recommendation of the Oronsaye Report, which recommended the reduction of government agencies to a reasonable number to save costs, a top government official last week leaked a report to state House correspondents, claiming that NECO and UTME had been laid to rest.

But the Minister of State for Education, Chief Nyesom Wike, told Vanguard in an exclusive interview in Abuja that the government was yet to take any decision on the issue and asked Nigerians not to panic.

According to Wike, it was improper for people to spread rumours about what the administration had not taken a firm decision on.

Wike said, “It is true that there was a committee set up to issue a white paper on the Oronsaye Report and up till now the committee has not presented its report to the government for examination and adoption to warrant the kind of rumours making the rounds and causing anxiety in the country.

“What Nigerians should believe and expect from the administration of President Goodluck Jonathan is nothing but the best at all times. This government means well for the education sector and will therefore not do anything that will not be in the best interest of all Nigerians.

“If the government wants to take any decision on JAMB, NECO and the rest, such actions will be weighed and taken with the overall best interest of all and I can assure Nigerians that no such action has yet been taken.”

Wike explained that the government was rather working hard to reposition the education sector by providing necessary facilities and personnel for all the unity schools in the country as well as strengthen tertiary education to make it more useful to Nigerians.

According to the minister, the overall goal of the ministry was to meet the Millennium Development Goal and pave the way for some of Nigeria’s universities to meet international standards and be counted among the best in the world.

Wike pointed out that the present administration was also working hard to clear the rot in the education system by ensuring regular inspection of schools and training of teachers and other operators of the system to enable them to cope with the modern techniques of teaching and learning.

“The situation in the Nigerian education system is taking a better shape that it was when we first came in and we are not going to rest until we sanitise the situation for the interest of the nation and its people because education holds the key for the nation’s advancement,” Wike stated.

Vanguard learnt from competent sources that a crucial meeting of heads of parastatals had been slated for today to enable the administration to deliberate on the outcome of the Orosonya report, with a view to streamlining the agencies with a view to issuing a white paper.

The meeting, which is to be presided over by the Secretary to the Government of the Federation, will seek the inputs of stakeholders to ensure a hitch-free implementation of the agencies to merged or scrapped.

By Soni Daniel, Regional Editor, North, Favour Nnabugwu & Livinus Nwabughiogu

RELATED REPORT

IRRESPONSIBLE JOURNALISM!…FG HAS NO POWER TO SCRAP JAMB OR NECO WITHOUT THE NATIONAL ASSEMBLY!

IRRESPONSIBLE JOURNALISM!...FG HAS NO POWER TO SCRAP JAMB OR NECO WITHOUT THE NATIONAL ASSEMBLY!

HERE IS THE REPORT IN TODAY'S VANGUARD NEWSPAPER

"FG to scrap JAMB exam, NECO, NAPEP"

ABUJA—The Federal Government is scrapping the National Examinations Council, NECO, and the National Poverty Eradication Programme, NAPEP among other government agencies. It is also divesting the Joint Admissions and Matriculations Board of powers to conduct examinations into tertiary institutions in the country.

 

The government is taking the decision in order to streamline agencies of government and reduce the cost of governance.

The decision, Vanguard gathered is part of the recommendations of the Steve Oronsaye Panel Report on the reform of government agencies and ministries.

The Oronsaye Committee Recommendations

Mr Oronsaye who was the former Head of the Civil Service of the Federation recommended the abolition of 38 agencies, merger of 52 and reversal of 14 to departments in ministries.

According to the white paper, which was drafted by a committee headed by the Attorney General of the Federation, Mohammed Adoke, the Joint Admission and Matriculations Board would be divested of the powers to conduct matriculation examinations into tertiary institutions while universities would be allowed to conduct their entrance examinations to students.

Although the JAMB would not be scrapped, it would be a mere administrative structure that would set standard for minimum requirements on how  the various universities would conduct entrance examinations.

JAMB to be re-modelled

JAMB will be modelled along same line with the body in the United States of America which sets standards for admissions into institutions of higher learning.

Other decisions taken by government on the Oronsaye committee include the scrapping of the National Examinations Council, NECO, the National Poverty Eradication Programme, NAPEP, and the National Complaints commission.

The report seen by Vanguard, recommended that the functions of NECO would be assumed by the West African Examinations Council, WAEC, which will also take over the structures of NECO nationwide.

In order to make up for the deluge of students who sit for the external examinations of Neco, WAEC would be expected to conduct two external examinations, one in January and another in November for external students while still running its internal examination programmes for secondary school students.

Under the proposal, the National Poverty Eradication Programme would be replaced by an agency called National Agency for Job Creation and Empowerment (NAJCE) while the National Complaints Commission will be merged with the National Human Rights Commission.

The Government rejected the recommendation urgung the scrapping of the Economic and Financial Crimes Commission, the Independent Corrupt Practices Commission and the Ministry of Police Affairs, saying it would be counter productive.

A member of the committee told Vanguard that the decision was preparatory to government’s plans to overhaul major sectors in the country.

“JAMB will be divested of the admission provision. It will no longer conduct examinations but will be a clearing house. Every school will admit its students.

“Neco will be scrapped and its infrastructure will be merged with that of the West African Examination Council (waec).

“Universities will be allowed to set their standards but jamb will set the minimum standard for admission into all tertiary institutions” the source said.

Several efforts to reach the Special Adviser to the President on Media and Publicity failed as he did not pick his phones as at the time of this report.

It will be recalled that the Oronsaye report stated that the average cost of governance in Nigeria is believed to rank among the highest in the world.

Oronsaye said in his report that “there are 541 Government Parastatals, Commissions and Agencies (statutory and non-statutory).

“Going by the recommendations of the Committee, the figure of statutory agencies is being proposed for reduction to 161 from the current figure of 263.

“The Committee believes that if the cost of governance must be brought down, then both the Legislature and Judiciary must make spirited efforts at reducing their running costs…

By Ben Agande

AND HERE IS OUR OPINION PUBLISHED IN THE ONLINE EDITION OF THE NEWSPAPER

"..these are only "recommendations"... right?...was Neco not set up by statute?...i doubt if Neco can be dealt with without the national assembly...furthermore do we remember that Neco was set up by the north as a political counterpoint to Waec so to speak?...and by the way has the north cancelled its own jamb called ijmb?...no matter how good or bad some of these organizations are these "recommendations" do not appear plausible or far-reaching enough as published...educational reorganization affecting millions of Nigerian children should not be based on the objectives of a merger committee...i wonder why vanguard did not have any comment from the National Advisory Council on Education or the Federal Ministry of Education..."

http://www.vanguardngr.com/2013/04/fg-to-scrap-jamb-exam-neco-napep/

A SUMMARY OF REVISION AND EXAMINATION STRATEGIES FOR THOSE TAKING WAEC/NECO EXAMS

ODUMOSU’S TOP 10 Rs (RE-BLOGGED FROM OUR WORDPRESS.COM SITE)

SUMMARY OF REVISION STRATEGIES

1. REFRESH yourself and collect facts through lectures and supplemental reading.

2. REVISE the facts as often as possible with home work & personal studies using a personal study timetable and a revision schedule.

3. REWRITE these facts like a resume into  summary form we call RED NOTE book (revision scrap-book)

4. REVIEW the Red Note book till it becomes part of you (becomes your database)

5. REST your brain and limbs by including relaxation periods within your study and revision schedule.

SUMMARY OF EXAMINATION STRATEGIES

6. READ instructions and questions carefully.

7. RE-ARRANGE them according to your perception (easy,normal,and difficult).

8. RECOLLECT the relevant facts from your database (REVISION SCRAP BOOK) for each question and list them down as quickly as possible.

9. REPLY the examiner in kind remembering all the useful hints you have been given. Put your better foot forward first all the time.Observe all rules given to you on how to give smart answers.

10. REFRAIN from rushing out of the hall when you have finished.Revise your work before leaving.Once you leave please refrain definitely from discussing the exams especially if you still have other papers to tackle in the coming days.Let the actual result decide whether you need to start another refresher course or not.

Kindly let us know if this summary of revision and examination strategies has been useful to you.

Good Luck.

 

INTRODUCTION OF CHINESE TO LAGOS STATE SCHOOLS AND ALL THAT JAZZ (1)...ANY MORE NEWS?

RE-BLOGGED FROM OUR SISTER SITE ON WORDPRESS.COM

IN NOVEMBER 2012 VANGUARD NEWSPAPERS REPORTED AS FOLLOWS

GOV FASHOLA OF LAGOS STATE

Fashola defends planned introduction of Chinese in Lagos schools

FIRST REPORT VANGUARD NEWSPAPERS

Ikeja –  Lagos State Governor,  Mr Babatunde Fashola, said on Sunday that the plan by the state government to introduce Mandarin in public schools was not  to discourage the teaching of indigenous languages.

The governor said during the commemoration of 2,000 days of his administration in Ikeja that the introduction of Mandarin in schools was to give  pupils functional education in consonance with current realities.

He said the emergence of China as a major economic power should compel any serious government to begin to plan for the future.

Fashola, however, said that  no child would be compelled to take the language in school.

The Commissioner for Education, Mrs Olayinka Oladunjoye, recently announced plans by the government to introduce Chinese language in all public schools.

“Our plan to introduce Chinese in schools is not to discourage or stop the teaching of indigenous languages in schools.

“We will continue to teach Yoruba and other languages but we are saying that giving our pupils the opportunity to learn Chinese will be an advantage in a changing world.

“Whether we admit it or not the Chinese are taking over the global economy and we are only preparing our pupils for the opportunities that the use of Chinese language as the possible language of the future  might provide,“ Fashola said.

He said the various interventions  by the state government in the education sector had made positive impacts on the standard of education in the state.

The governor said the state was now ranked among the  states with the best public education in country, while the pass rate in WAEC had  moved from less than 20 per cent in 2011 to over 38.28 per cent in 2012.

SECOND REPORT VANGUARD NEWSPAPERS

LAGOS — Governor Babatunde Fashola of Lagos State, yesterday, justified the proposed introduction of Chinese language in public schools, saying one of the advantages is  aimed at boosting the state economy.

The governor who made the disclosure during the commemoration of his 2000 Days in office in Ikeja believed the state government needed to move fast in line with the global challenge and more important, China is an economic world power.

He said: “The Chinese are in our homes more than we care to admit. China has become our largest economic partner.”

Fashola recalled an instance where there was a need to have an interpreter while a contractual agreement was to be signed between the state government and a Chinese contractor, adding that it was a Chinese who understood English that came to their rescue.

Fashola explained that as the world economy is tilting in favor of China, the trend might eventually affect the English. ‘’Don’t be surprised English may go if the global power moves to Asia.”

25 WAYS NIGERIAN SCHOOL MANAGERS EXPOSE THEIR WEAKNESSES

 POINTED OUT BY STAFF MEMBERS THEMSELVES AT A SCHOOL SEMINAR

1.NON- PREPARATION OF SCHOOL’S CALENDAR  FOR THE YEAR/TERM

2.INADEQUATE PERIOD ALLOCATIONS TO SUBJECTS E.G. ALLOCATING 2 PERIODS TO ACCOUNTING WHEN IT ACTUALLY NEEDS 3 TO 4.

3.FREQUENT TIME TABLE CLASHES WHEN PUT INTO OPERATION.

4.PUTTING UP WASTEFUL STAFFING PLANS VIS-À-VIS TIMETABLE..

5.NON-AVAILABILITY OF THE LATEST LIST OF RECOMMENDED TEXTBOOKS FOR STUDENTS OR PARENTS

6.NON-PREPARATION OF SCIENCE PRACTICAL SCHEDULES OR  OPERATING WITHOUT A LIST OF SCIENCE PRACTICAL MATERIALS AND EQUIPMENT AVAILABLE WHICH CAN LEAD TO SUPPLY OR PURCHASE OF THOSE NOT AVAILABLE

7.NOT MAKING UP FOR PERIODS LOST BY SUBJECTS WHOSE TEACHERS ARE TEMPORARILY UNAVAILABLE.

8.NOT COMPLETING OR DELIVERING ON TIME JOBS ALLOCATED BY MANAGEMENT OR OWNER.

9.OUTSTANDING OPERATIONAL MATTERS REPORTED BUT NOT FOLLOWED UP.

10.ENCOURAGING STUDENTS TO CHEAT DURING INTERNAL AND EXTERNAL EXAMS..

  11. JOBS  GIVEN BUT NOT DISTRIBUTED OR DELEGATED AS NECESSARY.

  12. JOBS DELEGATED WITHOUT ADEQUATE OR APPROPRIATE BRIEFING OF SUBORDINATE STAFF

  13. HANDLING DELEGATED JOBS POORLY. INCLUDING NON-IMPLEMENTATION OF SCHOOL RULES AND REGULATIONS ON  OFFENDING STUDENTS.

  14. DOING JOBS WITHOUT ADEQUATE TECHNICAL KNOW-HOW.

  15. JOBS  DONE WITHOUT THOROUGH UNDERSTANDING OF PURPOSE.

  16. JOBS DONE WITHOUT REVIEW OR FOLLOW – UP.

  17. NOT PAYING ADEQUATE ATTENTION TO NEATNESS AND ORDERLINESS OF SCHOOL ASSETS AT ALL TIMES.

  18. FALSIFICATION OF SCHOOL RECORDS

  19. TOYING WITH STUDENTS’ STATE OF HEALTH E.G. DIRTY WATER FILTERS OR ALLOWING STUDENTS TO BREATHE IN SMOKY FUMES FROM GENERATORS

  20. ALLOWING DIRECT CONTACT BETWEEN STUDENTS AND VISITORS DESPITE SCHOOL RULES AND REGULATIONS TO THE CONTRARY.



21. GETTING VISITORS UNNECESSARILY ANGRY OR TOUCHY THROUGH POOR RECEPTION.

22. QUALITY MENTORING WORK LACKING  FOR STUDENTS ALLOCATED TO THEM.

23. MISMANAGEMENT OF RELATIONSHIP WITH EXTERNAL PARTIES SUCH AS PARENTS, EXAMINATION BODIES LIKE WAEC AND NECO AND STATE’S MINISTRY OF EDUCATION.

24. NON – PARTICIPATION IN VERY IMPORTANT ACADEMIC AND CO-CURRICULA MATTERS SUCH AS EXTERNAL ACADEMIC AND SPORTS COMPETITIONS, ESSAY AND DEBATE COMPETITION.

25. NOT PLANNING EXTENSIVELY AND TAKING DUE STEPS NECESSARY FOR EXECUTING SCHOOL EXTERNAL PROGRAMS SUCH AS EXCURSIONS AND ACADEMIC TOURS.

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