Corporal Punishment in Nigerian Schools: What Are the Alternatives?

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"><p>After an earlier post on <a href="https://akomst.blogspot.com/2014/01/corporal-punishment-in-nigerian-schools.html">corporal punishment in Nigerian schools</a>, where its widespread use, factors encouraging it and its effects on individuals were highlighted, I thought it wise to also write about feasible alternatives to this method of behaviour control and discipline.</p><p>The ideas offered in this post, far from being original, are based on principles of psychology. Educational psychology offers teachers several effective methods of handling indiscipline and antisocial behaviour.</p><p>With the increasing campaign against the use of corporal punishment in homes and schools, the urgent need for teachers to begin applying some basic principles of educational psychology has become more important.</p><p>The following are some alternatives to corporal punishment.</p><h2>Guidance and Counselling</h2><p>It is a known fact that many schools operated by both government and private owners in Nigeria rarely have a functional guidance and counselling unit or department. In cases where one exists, little impact may be made in shaping students’ behaviour.</p><p>Personally, I was “privileged” to attend a secondary school that had a guidance and counselling department, but most of us—the students—neither knew about nor appreciated its services.</p><p>Guidance and counselling is one of the major practical applications of educational psychology. It has the potential not only to shape students’ present behaviour but also to influence their future choices. It is one of the greatest tools available for behaviour control and discipline.</p><p>In schools where there is no department dedicated to guidance and counselling, the responsibility falls collectively and individually on the teachers.</p><p>One-on-one and group counselling should be carried out regularly in response to new or existing behavioural challenges.</p><p>For instance, if a student has the habit of arriving late at school, rather than using corporal punishment, the proper approach would be to investigate the problem, identify the reasons for the habitual lateness and offer appropriate guidance.</p><p>Sometimes, the problem may be traced to the child’s home. In such cases, the parents should be involved in finding a solution.</p><p>Adolescents are among the most difficult groups of students to guide. Nonetheless, teachers should demonstrate the highest level of professionalism when handling and correcting their behaviour.</p><p>Understanding their stage of human development is very important. Possible factors influencing any observed antisocial behaviour should first be investigated before counselling begins.</p><p>Students at this stage may display increased disobedience, aggression, sexual awareness and other challenging behaviours.</p><p>Guidance and counselling—not caning—is a better method of addressing these problems. For counselling to succeed, factors such as peer pressure, films, games and harmful internet content should be considered.</p><p>In serious cases, the support of parents should be sought in monitoring the child’s activities at home, including internet use, television content, video games and the company the child keeps.</p><p>With the right knowledge, guidance and counselling is an important tool that all teachers can use to correct students’ behaviour and maintain discipline.</p><h2>Positive Reinforcement and Praise</h2><p>This is one alternative to corporal punishment that teachers often underuse.</p><p>The power of praise and reward for correct actions or behaviour has been shown to be effective in shaping and modifying behaviour.</p><p>When desirable behaviour is recognised and rewarded, students are more likely to repeat it. When wrong behaviour receives no positive reinforcement, it may gradually reduce.</p><p>If this method is properly applied from an early age, the result can be impressive, and students may no longer require caning before they behave appropriately.</p><p>Praise and rewards can also create healthy competition among students.</p><p>For instance, if a student is praised and rewarded in the presence of classmates for always arriving at school early or maintaining a neat appearance, other students may be encouraged to display similar behaviour.</p><p>Praise may be given verbally or in writing. Teachers can write positive comments in students’ exercise books and report cards or recognise good conduct during assemblies.</p><p>Rewards may include exercise books, writing materials, textbooks, certificates or positions of responsibility such as school prefectship.</p><p>Where the criteria for positions of responsibility are clearly announced in advance, students may be encouraged to compete positively by displaying the desired behaviour.</p><p>Both rewards and praise can help shape students’ behaviour and reduce the need for caning or other forms of corporal punishment.</p><p>Contrary to popular belief, much money is not required to apply these methods. The most important resources are the commitment of teachers and school management to recognising and rewarding good behaviour.</p><h2>Suspension</h2><p>Suspension is one of the more serious methods of discipline. However, when carefully used in cases of serious indiscipline or social misconduct, it may help with behaviour control.</p><p>A common mistake by some school managements is to use suspension only after repeated corporal punishment has failed.</p><p>In such cases, suspension becomes an act of desperation rather than part of a planned process of correction and rehabilitation.</p><p>One proper way to use suspension is to precede it with counselling and follow it with a planned programme of rehabilitation when the student returns.</p><p>During a discussion on an unrelated matter, a student once told me that being suspended from school for one week was the worst punishment he had ever received for indiscipline, disobedience and “stubbornness”.</p><p>According to him, it was worse than all the corporal punishments he had received for similar offences. More importantly, it was the only punishment that changed his behaviour.</p><p>What made the punishment especially difficult was watching his classmates and friends leave for and return from school while he remained at home, where he was sent on errands around the village or required to work on the farm.</p><p>The school was located in a rural farming community and had no formal guidance and counselling department.</p><p>The new principal believed that suspension was a better method of discipline than corporal punishment. In this case, even according to the student’s testimony, the method worked.</p><p>Suspension should, however, be used carefully because keeping a student away from school may also affect learning.</p><p>Where it is necessary, it should involve the cooperation of the parents, clear conditions for the student’s return and proper follow-up after the suspension.</p><h2>No Single Method Is Enough</h2><p>In conclusion, no single method described above is an exact replacement for corporal punishment. A combination of guidance and counselling, positive reinforcement, reasonable consequences, parental involvement and careful monitoring may be required.</p><p>Teachers must not relent in shaping their students’ behaviour, values and orientation towards the expectations of the wider society.</p><p>Discipline without corporal punishment does not mean allowing students to behave as they please. It means correcting behaviour without inflicting unnecessary pain, fear or humiliation.</p><p>If teachers perform this responsibility effectively, the prospect of a sane society—free from mob justice, drug abuse, domestic violence, rape and other antisocial behaviour—becomes more realistic.</p></div> </div>

Corporal Punishment in Nigerian Schools: What Are the Alternatives?

After an earlier post on corporal punishment in Nigerian schools , where its widespread use, factors encouraging it and its effects on indi...

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Corporal Punishment in Nigerian Schools

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhflX48cXy8NDS8apTKkvmusiNerr3Uyn2Q1Qcs2JKPCJNIiHzL_AO3tMft1R93AEn0tJWM3GCqv9UubmQ7qkQ-040H55O3OmxiRw73ltFr7JMA-jl0MtC5-jKsrBfw2IKxCReqqHivkKE/s1600/Cane.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="corporal punishment in nigeria shools" border="0" height="213" loading="lazy" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhflX48cXy8NDS8apTKkvmusiNerr3Uyn2Q1Qcs2JKPCJNIiHzL_AO3tMft1R93AEn0tJWM3GCqv9UubmQ7qkQ-040H55O3OmxiRw73ltFr7JMA-jl0MtC5-jKsrBfw2IKxCReqqHivkKE/w249-h213/Cane.jpg" title="corporal punishment" width="249" /></a></div><div style="text-align: justify;"><blockquote><p><span style="font-size: x-small;"><strong>Editorial note:</strong> This article reflects my observations and teaching experience at the time it was written. Although public discussion and government commitments concerning corporal punishment have increased, the practice remains common in many Nigerian schools, and the legal position is still not entirely straightforward.</span></p></blockquote><h2>Meaning of Corporal Punishment</h2><p>According to a dictionary definition, corporal punishment is a form of punishment carried out by inflicting blows on an offender’s body.</p><p>The United Nations Committee on the Rights of the Child defines corporal punishment as any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light.</p><p>Corporal punishment in schools is therefore a form of punishment inflicted on students by teachers, administrators or even fellow students for various offences.</p><h2>Corporal Punishment in Nigerian Education</h2><p>Corporal punishment in Nigerian schools is as old as the country’s education system. From traditional education in the South to the Almajiri and Islamic education systems in the North, corporal punishment—particularly caning—was a common practice.</p><p>With the advent of Western education, corporal punishment continued to be used in schools as a means of correction and discipline. The practice has remained largely unchanged, despite findings in educational psychology suggesting that such methods may cause more harm than the behaviour they are intended to correct.</p><p>The punishment is common at different levels of basic education in Nigeria. Public schools are particularly known for the practice, while its use in some private schools is either limited or completely discouraged.</p><p>Some public schools, such as the rural school where I served as a youth corps member, employed staff mainly for disciplinary purposes, and whips were commonly used in carrying out their duties.</p><p>In addition, student leaders such as head prefects were sometimes given the authority to discipline fellow students and enforce school rules and regulations.</p><p>The situation could be worse in boarding schools, where almost anyone regarded as a senior student might use corporal punishment at will, sometimes even for the pleasure of it.</p><p>Former boarding-school students like myself may never forget the cruel use of certain punishments as tools for producing supposedly “positive” changes in students.</p><p>In many cases, bullying would be a more appropriate description of the actions of some teachers and senior students. However, these actions were often carried out in the name of discipline, with corporal punishment presented as the “best” means of correction.</p><h2>Why the Practice Continues</h2><p>Despite condemnation from concerned groups, several factors continue to encourage the use of corporal punishment in schools.</p><h3>The Legal Position</h3><p>There is first the legal aspect. Some Nigerian laws do not expressly prohibit corporal punishment and may even appear to permit a limited form of physical correction.</p><p>Section 295 of the Criminal Code provides:</p><blockquote><p>“Nothing is an offence which does not amount to the infliction of grievous harm upon any person, and which is done by a parent or guardian, or by a person in the place of a parent or guardian, for the purpose of correcting a child or pupil under his care, provided that such correction is reasonable in the circumstances.”</p></blockquote><p>Similarly, section 55 of the Penal Code applicable in northern Nigeria states:</p><blockquote><p>“Nothing is an offence which does not amount to the infliction of grievous hurt upon any person, and which is done by a schoolmaster for the purpose of correcting a child under his charge, provided that such correction is reasonable in the circumstances.”</p></blockquote><p>These provisions have often been interpreted as allowing a limited form of corporal punishment, so long as it does not result in grievous harm and is considered “reasonable.”</p><p>It was therefore not surprising that, in two private schools where I taught, the proprietors stated during staff meetings that teachers were not permitted to use corporal punishment. However, the proprietors themselves claimed the exclusive right to administer it. Any case of indiscipline thought to require corporal punishment had to be referred to them.</p><p>The Child Rights Act protects children from torture, inhuman or degrading treatment and other forms of abuse. However, the continued existence of older provisions permitting “correction” has contributed to uncertainty and inconsistent practice.</p><h3>The Immediate Effect</h3><p>The most important factor encouraging corporal punishment may not be the law, but the immediate effect it appears to produce.</p><p>Many teachers who use corporal punishment derive satisfaction from the changes it seems to bring about. Sometimes, the effect is immediate: a student stops a particular behaviour because of fear.</p><p>For this reason, corporal punishment may appear more effective than other methods of correcting disobedience, antisocial behaviour or bad habits.</p><p>Caning has the ability to create fear in children and may therefore force an immediate change. This makes it appealing to many teachers and school administrators, even when the change may not be genuine or lasting.</p><h3>Support from Parents</h3><p>Many parents and members of the public also do not see anything wrong with corporal punishment.</p><p>Some parents openly support its use, sometimes referring to the popular expression, “Spare the rod and spoil the child.” Others argue that they went through the same form of discipline and, to the best of their knowledge, it worked.</p><p>At one school where I taught, a parent asked the teachers to cane her son whenever he arrived late.</p><p>According to her, the student usually left home early but spent too much time playing on his way to school. She therefore believed that regular caning would correct his lateness.</p><p>This is only one example of a parent approving corporal punishment. There are many more cases in which parents give teachers permission to beat their children.</p><h2>Effects of Corporal Punishment</h2><p>Much has already been written about the short- and long-term effects of corporal punishment, so there is no intention to discuss all the details here.</p><p>Some of the claimed effects are well established, while others remain open to debate. Nonetheless, corporal punishment has been associated with several negative outcomes, some of which may become more visible in the wider society than in the school where the punishment occurred.</p><p>Frequently mentioned effects include:</p><ul><li><p>fear and anxiety;</p></li><li><p>anger and humiliation;</p></li><li><p>depression;</p></li><li><p>aggressive or antisocial behaviour;</p></li><li><p>bullying of weaker students;</p></li><li><p>dishonesty and attempts to avoid punishment;</p></li><li><p>poor teacher–student relationships; and</p></li><li><p>difficulty concentrating on learning.</p></li></ul><p>A student may obey immediately after being beaten, but that does not necessarily mean the student understands why the behaviour was wrong.</p><p>Corporal punishment may also damage the relationship between a teacher and a student. A child who is constantly afraid of a teacher may become unwilling to ask questions, seek assistance or participate freely in lessons.</p><h2>Discipline Without Violence</h2><p>Without doubt, corporal punishment will continue to be used in many Nigerian schools as long as there is little awareness among teachers, parents and school administrators of its effects and the available alternatives.</p><p>Making laws alone will not be enough without proper enforcement.</p><p>Teachers must also be trained to use alternative methods of discipline, including counselling, clear rules, withdrawal of privileges, reasonable school duties, behaviour agreements, communication with parents and restorative approaches.</p><p>Alternative discipline does not mean allowing students to behave as they please. Schools still need rules, consequences and authority.</p><p>The difference is that discipline should correct behaviour without humiliating, injuring or frightening the child.</p><h2>Update: July 2026</h2><p>The subject remains relevant. UNICEF’s 2024 assessment reported that physical punishment continued to affect a large proportion of Nigerian children, including those of school age.</p><p>In November 2024, Nigeria also made an international commitment to end corporal punishment in schools. However, a commitment must still be supported by clear legislation, enforcement, teacher training and practical alternatives for classroom management.</p><p>Until teachers and school administrators are trained and supported to use effective alternatives, corporal punishment may continue even where official policies discourage it.</p></div></div> </div>

Corporal Punishment in Nigerian Schools

Editorial note: This article reflects my observations and teaching experience at the time it was written. Although public discussion and...

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TOEFL Testing Resumes in Nigeria

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"><blockquote><p><span style="font-size: x-small;"><strong>Editorial note:</strong> This post refers to the resumption of TOEFL testing in Nigeria in January 2014 after an earlier suspension over security concerns. Test centres, dates and registration procedures may have changed since then.</span></p></blockquote><p>In what would come as a relief to many Nigerians, the Educational Testing Service announced that TOEFL testing would resume at selected centres in Abuja, Lagos and Port Harcourt.</p><p>The first test following the resumption was scheduled for 25 January 2014, while registration for upcoming test dates was expected to open on 13 January.</p><p>TOEFL—the Test of English as a Foreign Language—is an English-language proficiency test commonly taken by people whose first language is not English.</p><p>TOEFL scores are accepted by many universities and institutions as proof of English-language proficiency. The test may also be required for admission, scholarships or certain visa applications.</p><p>The resumption of testing in Nigeria would therefore come as a relief to Nigerians seeking admission or scholarships to study abroad, particularly in countries such as the United States, Canada, Australia and the United Kingdom.</p><p>The testing body had suspended TOEFL and GRE examinations in Nigeria the previous year because of security concerns.</p><p>Candidates should visit the official TOEFL website for current test dates, available centres and registration information.</p></div> </div>

TOEFL Testing Resumes in Nigeria

Editorial note: This post refers to the resumption of TOEFL testing in Nigeria in January 2014 after an earlier suspension over security c...

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Examination Success Tips

<div dir="ltr" style="text-align: left;" trbidi="on"><p style="text-align: left;">Let me begin with a popular saying among students:</p><blockquote><p>“School is fun, but examinations spoil the fun.”</p></blockquote><p>Examinations can also be enjoyable, especially when a candidate is well prepared.</p><p>An examination is an evaluation tool used to assess how much of a learning objective has been achieved. Every subject or course has its own objectives—the knowledge, skills and behavioural changes it is expected to produce in the learner. An examination is one of the tools used to determine the extent to which those objectives have been achieved.</p><p>The key to success in any examination is preparation. Preparation is an important ingredient for success, while failure to prepare may lead to examination disaster.</p><p>Many of us may remember moral stories from comprehension passages read during our primary-school days. In one popular story, Agbo failed to prepare for his examination. Instead, he consulted a traditional healer who gave him a magical ring and some incantations which, he was told, would help him perform well.</p><p>When the ring failed to work, Agbo became angry and disappointed and eventually threw it into a river.</p><p>Today, the situation may be different, but some students still depend on supposedly “lucky” pens and other writing materials rather than preparing properly for their examinations.</p><p>So, how should a student prepare for an examination?</p><p>The following tips may help improve performance.</p><h2>1. Studying</h2><p>Studying is the most important preparation for any examination. However, the manner in which students study often determines how useful their efforts will be.</p><h3>Choose a Suitable Study Location</h3><p>Choose an appropriate place for studying, preferably a quiet and peaceful environment.</p><p>The environment in which you study can greatly affect how much you gain from your study time.</p><p>Personally, during my undergraduate days, I preferred studying at home. My roommate, however, preferred going to the classroom, where he could study in the company of coursemates.</p><p>It depends largely on individual preference. The important thing is to choose a place where you can concentrate.</p><h3>Begin Studying Early</h3><p>The best time to begin preparing for an examination is several days or weeks before the first paper.</p><p>Many students make the mistake of beginning serious study only a day or a few hours before the examination. Ideally, the final hours should be used for revision rather than learning an entire topic for the first time.</p><p>A good practice is to prepare a study timetable one or two weeks before the examination. This allows the evening or morning before each paper to be used for revision or relaxation.</p><h3>Use Group Study Wisely</h3><p>Participate in small study groups with classmates when necessary.</p><p>Group study provides an opportunity to share ideas, explain difficult topics and learn from others. However, there is no complete substitute for spending quality time studying alone.</p><p>Some students move from one study group or tutorial class to another during the examination period without creating time for personal study. This is not an effective way to prepare.</p><h3>Avoid Cramming</h3><p>As much as possible, avoid cramming when preparing for examinations.</p><p>Students who depend entirely on cramming may become disappointed when they cannot remember exactly what they memorised. This may lead to confusion, loss of confidence and frustration in the examination hall.</p><p>Try to understand the ideas, principles and relationships between concepts rather than memorising words without meaning.</p><h3>Practise Past Questions</h3><p>Many examination questions are drawn from topics or patterns that have appeared in previous years.</p><p>When preparing for an examination, it is advisable to attempt past questions during both personal and group study.</p><p>Past questions can help you understand:</p><ul><li><p>the common question formats;</p></li><li><p>topics frequently examined;</p></li><li><p>the level of difficulty;</p></li><li><p>how marks are distributed; and</p></li><li><p>how quickly you can answer within the available time.</p></li></ul><p>However, past questions should not replace studying the complete syllabus.</p><h2>2. Staying Free from Stress</h2><p>For many students, the mention of the word “examination” creates fear and tension.</p><p>Unfortunately, excessive tension may affect even a well-prepared student. It is therefore important to remain calm and manage stress before entering the examination hall.</p><p>Examinations are tools for evaluating learning, not instruments designed to spoil your fun.</p><h3>Get Enough Sleep</h3><p>If you must spend part of the night studying, it is still advisable to go to bed early enough to get proper rest.</p><p>It is not uncommon to see students feeling tense, uncomfortable or even sleeping in the examination hall because they did not get enough sleep.</p><p>Do not overwork yourself during the night or hours before the examination.</p><h3>Spend Time with Supportive Friends</h3><p>Stay in the company of supportive friends when possible. You may discuss light topics, play simple games or share jokes to reduce tension.</p><p>However, avoid friends who spread fear by constantly discussing how difficult the examination may be.</p><h3>Relax and Build Confidence</h3><p>Put yourself in a relaxed state of mind.</p><p>Rather than spending your time worrying, remind yourself of the effort you have made and approach the examination with confidence.</p><p>Positive thinking will not replace proper preparation, but it can help you use what you have learnt effectively.</p><h2>3. Examination Ethics and Conduct</h2><p>There are proper ways to conduct yourself in the examination hall if you want to maximise your chances of success.</p><h3>Choose Your Seat Carefully</h3><p>In examination centres where seats are not officially allocated, choose a suitable seat.</p><p>It may be better to sit away from close friends or students who may depend on you for answers. Calls and distractions from friends can affect your concentration and waste valuable time.</p><p>Make up your mind to work independently, and let your choice of seat reflect that decision.</p><h3>Read the Instructions</h3><p><strong>Always read and understand the instructions in every examination.</strong></p><p>Instructions are part of the examination, so do not ignore them.</p><p>Before answering, confirm:</p><ul><li><p>how many questions you are expected to attempt;</p></li><li><p>whether any question is compulsory;</p></li><li><p>where each answer should be written;</p></li><li><p>how marks are allocated; and</p></li><li><p>whether calculators or other materials are permitted.</p></li></ul><p>A student may know the answers but still lose marks by failing to follow instructions.</p><h3>Answer Questions Strategically</h3><p>When answering objective questions, do not spend too much time on one difficult question. Move to the next question and return to it later if time permits.</p><p>For essay questions, first read through all the questions before selecting the ones you intend to answer.</p><p>Where you get stuck on one part of a question, do not waste all your time there. Move to another part and return later.</p><p>When questions have marks attached to them, use the marks as a guide to the amount of detail and time required.</p><p>A question worth two marks should not take the same amount of time as one worth twenty marks.</p><h3>Manage Your Time</h3><p>Use the allocated time wisely.</p><p>Before beginning, divide your time among the questions you are required to answer. Avoid spending too much time on the first question and then rushing through the remaining ones.</p><p>Always reserve a few minutes for proofreading and corrections before submitting your answer booklet.</p><p>Check that:</p><ul><li><p>all required questions have been answered;</p></li><li><p>your answers are properly numbered;</p></li><li><p>your handwriting is readable;</p></li><li><p>calculations are clearly shown; and</p></li><li><p>your name or examination number is written where required.</p></li></ul><h2>Final Advice</h2><p>These tips are not exhaustive, but they may improve your chances of success when followed properly.</p><p>Examination success is not based on luck, magical rings or special pens. It comes mainly from preparation, understanding, confidence and proper conduct in the examination hall.</p><p>I wish you the very best in your examinations.</p><p><strong>Good luck!</strong></p></div>

Examination Success Tips

Let me begin with a popular saying among students: “School is fun, but examinations spoil the fun.” Examinations can also be enjoyable, espe...

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Lesson Planning: A Practical Guide for Teachers

<div dir="ltr" style="text-align: left;" trbidi="on"><p style="text-align: left;">For teaching and learning not to be erratic, a teacher has to plan each lesson. Lesson planning is important for the effective implementation of the curriculum. In fact, it is one of the best ways to ensure that the curriculum is properly implemented.</p><p>A lesson plan is a systematic, step-by-step arrangement of how instruction will be organised and delivered.</p><p>A lesson plan is the teacher’s compass in the classroom. According to an educationist:</p><blockquote><p>“A lesson plan is the teacher’s visa to the classroom.”</p></blockquote><p>It is therefore important for a teacher to plan the lesson before entering the classroom. Proper planning helps to prevent failure and promotes successful teaching and learning.</p><h2>Important Questions in Lesson Planning</h2><p>A good lesson plan is centred on achievable instructional objectives that can be accomplished within the available period.</p><p>When preparing a lesson plan, the teacher should answer the following questions:</p><ul><li><p>What do I want to teach?</p></li><li><p>How will I teach it, and for how long?</p></li><li><p>What instructional materials and resources will I need?</p></li><li><p>How will I evaluate the teaching and learning process at the end of the lesson?</p></li></ul><h2>Steps in Preparing a Lesson Plan</h2><p>The following steps may be helpful when preparing a lesson plan.</p><h3>1. Topic</h3><p>Identify the topic to be taught, usually from the scheme of work or unit plan.</p><h3>2. Duration</h3><p>State the length of the lesson and plan how the available time will be used.</p><h3>3. Previous Knowledge</h3><p>Identify the learners’ previous knowledge or experience relating to the topic.</p><h3>4. Instructional Materials</h3><p>Identify and obtain the materials required to support the teaching and learning of the topic.</p><h3>5. Teaching Method</h3><p>Choose a suitable teaching method or a combination of methods for the topic.</p><h3>6. Presentation</h3><p>Arrange the lesson content in clear steps. State the activities of both the teacher and the learners at each stage.</p><h3>7. Evaluation</h3><p>Devise a means of determining whether the lesson objectives have been achieved. Evaluation may involve oral questions, written exercises or practical tasks.</p><h2>Sample Chemistry Lesson Plan</h2><p>The lesson plan below is one I once prepared for a Chemistry lesson. It may be helpful as a guide, but it is by no means perfect. Every teacher should be able to adapt a lesson plan to the subject, learners and teaching situation.</p><p><strong>School:</strong> ****<br /><strong>Class:</strong> SSS 1<br /><strong>Subject:</strong> Chemistry<br /><strong>Topic:</strong> Introduction to Chemistry<br /><strong>Duration:</strong> 45 minutes</p><h3>Behavioural Objectives</h3><p>At the end of the lesson, students should be able to:</p><ol><li><p>define Chemistry;</p></li><li><p>list career opportunities related to Chemistry; and</p></li><li><p>explain some adverse effects of chemicals.</p></li></ol><h3>Instructional Materials</h3><p>Charts or posters showing:</p><ul><li><p>different chemical industries;</p></li><li><p>products of chemical industries; and</p></li><li><p>harmful effects of chemicals and drugs.</p></li></ul><h3>Previous Knowledge</h3><p>Students are familiar with common household chemicals and some harmful effects of chemicals such as acids.</p><h3>Teaching Methods</h3><p>Verbal instruction and discussion methods.</p><h2>Presentation</h2><p>The teacher presents the lesson in the following steps.</p><h3>Step I: Meaning and Applications of Chemistry</h3><p><strong>Teacher’s Activity:</strong><br />The teacher defines Chemistry and explains how the knowledge of Chemistry is applied in different industries. The teacher also identifies useful products manufactured by chemical industries.</p><p><strong>Students’ Activity:</strong><br />The students listen attentively and identify products of chemical industries found within the school or home environment.</p><h3>Step II: Careers in Chemistry</h3><p><strong>Teacher’s Activity:</strong><br />The teacher lists and explains different career opportunities related to Chemistry and identifies industries connected with each career.</p><p><strong>Students’ Activity:</strong><br />The students listen, ask questions and take notes.</p><h3>Step III: Students’ Career Interests</h3><p><strong>Teacher’s Activity:</strong><br />The teacher initiates a discussion in which students identify possible careers they may wish to pursue in Chemistry and give reasons for their choices.</p><p><strong>Students’ Activity:</strong><br />The students state their career choices and explain the reasons for their decisions.</p><h3>Step IV: Uses and Harmful Effects of Chemicals</h3><p><strong>Teacher’s Activity:</strong><br />Using charts and posters, the teacher leads a discussion on the uses and harmful effects of chemicals and chemical industries on humans, animals and the environment.</p><p><strong>Students’ Activity:</strong><br />The students participate in the discussion and compare the benefits and harmful effects of chemicals and chemical industries.</p><h2>Evaluation</h2><p><strong>Teacher’s Activity:</strong><br />The teacher asks the students the following oral questions:</p><ol><li><p>What is Chemistry?</p></li><li><p>Identify five industries that apply the knowledge of Chemistry.</p></li><li><p>Mention three careers related to Chemistry.</p></li><li><p>State two harmful effects of chemicals.</p></li></ol><p><strong>Students’ Activity:</strong><br />The students answer the questions.</p><h2>Conclusion</h2><p>The teacher summarises the major points of the lesson and corrects any misunderstanding.</p><h2>Assignment</h2><ol><li><p>List five careers related to Chemistry.</p></li><li><p>State three uses and three harmful effects of chemicals.</p></li><li><p>Identify ten common products of chemical industries used in everyday life.</p></li></ol></div>

Lesson Planning: A Practical Guide for Teachers

For teaching and learning not to be erratic, a teacher has to plan each lesson. Lesson planning is important for the effective implementatio...

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2013 Review: Education or What?

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"><blockquote><p><span style="font-size: x-small;"><strong>Editorial note:</strong> This article was written as a review of events in Nigeria’s education sector in 2013. It reflects the information, controversies and public mood of that period. Some developments have since taken new directions, but the article remains a useful historical record of a turbulent year in Nigerian education.</span></p></blockquote><p>The year 2013 could qualify as one of the worst years for Nigeria’s education sector in recent times, judging by the incidents that troubled the sector, including the loss of students, teachers and education activists.</p><p>Apart from violence, the sector experienced prolonged strikes, controversial reforms, political interference, corruption and other setbacks. Compared with the seriousness of these problems, the gains recorded during the year appeared limited.</p><p>This review groups the major events of 2013 under five headings:</p><ol><li><p>Strike actions</p></li><li><p>Violence, deaths and destruction</p></li><li><p>Reforms, policies and politics</p></li><li><p>Initiatives and gains</p></li><li><p>Continuing challenges</p></li></ol><h2>Strike Actions</h2><p>The year 2013 may be remembered as a year of strikes in Nigeria’s education sector.</p><p>Throughout the year, major unions at different levels of education either threatened or embarked on industrial action to draw attention to their demands. The most widely reported were the strikes by the Academic Staff Union of Universities (ASUU) and the Academic Staff Union of Polytechnics (ASUP).</p><p>The ASUU strike began on 1 July 2013 and lasted for almost six months. It was suspended in December, only a few days before Christmas. The union demanded, among other things, the implementation of the agreement it had reached with the Federal Government in 2009.</p><p>Several negotiations failed to resolve the crisis. A major breakthrough came after President Goodluck Jonathan personally met with the union, leading to the signing of a Memorandum of Understanding and the suspension of the strike. (<a href="https://www.premiumtimesng.com/news/151640-asuu-strike-end-six-month-face.html">premiumtimesng.com</a>)</p><p>The ASUP strike was also called to address several problems affecting public polytechnics, including funding, staff welfare and working conditions. However, the crisis continued into 2014 without an immediate end in sight.</p><p>The Nigeria Union of Teachers also threatened a solidarity strike in support of ASUU. Although the nationwide action did not eventually take place, several state chapters of the union embarked on separate strikes for different reasons. Academic activities were disrupted in states such as Sokoto, Benue, Bauchi, Taraba and Edo.</p><p>As if the year could not end without another strike announcement, the Colleges of Education Academic Staff Union declared an indefinite strike to begin in 2014. The union was demanding the implementation of an agreement reached with the Federal Government in 2010.</p><p>In summary, ASUU went on strike, ASUP remained on strike, different chapters of the NUT took industrial action, and COEASU announced another strike.</p><p>The overall result was that academic activities at almost every level of education were repeatedly disrupted.</p><h2>Violence, Deaths and Destruction</h2><p>Apart from the strikes, 2013 witnessed serious acts of violence that disrupted education and led to the deaths of students and teachers.</p><p>Much of the violence was concentrated in the North-East, but its effects were felt across the country. Boko Haram, which opposed Western education, was blamed for most of the attacks.</p><p>In July, armed attackers invaded Government Secondary School, Mamudo, in Yobe State. Students were attacked in their dormitories with guns and petrol bombs. Dozens of students and at least one teacher were killed, while some of the victims were burnt alive.</p><p>The attack led to the temporary closure of secondary schools in the state.</p><p>Barely a few months later, attackers invaded the College of Agriculture in Gujba, also in Yobe State. Many students were killed while sleeping in their dormitories, and buildings were set on fire. The institution was subsequently closed. (<a href="https://www.reuters.com/article/world/nigeria-islamists-kill-students-as-they-sleep-idUSBRE98S03B/">reuters.com</a>)</p><p>There were other attacks on schools, teachers and students in the region. The insecurity forced many children out of school and made it increasingly difficult for teachers, examination officials and education workers to perform their duties safely.</p><p>Another tragedy occurred on 13 June 2013, when five executive members of the National Association of Nigerian Students died in a road accident.</p><p>They were travelling to Uyo to intervene in a crisis between students and the management of the University of Uyo following a violent protest at the institution.</p><p>Nigeria also lost Professor Festus Iyayi, an academic, writer and former president of ASUU, in another road accident.</p><p>He died in an accident involving a vehicle in the convoy of the Kogi State governor while travelling to Kano for an ASUU National Executive Council meeting. The meeting was expected to consider developments in the prolonged university strike. (<a href="https://www.premiumtimesng.com/news/149464-ex-asuu-president-festus-iyayi-dies-in-auto-crash-involving-kogi-governors-convoy.html">premiumtimesng.com</a>)</p><p>Although much of the violence and loss of life reflected the wider insecurity and poor road safety in the country, the education sector suffered greatly.</p><p>Students, teachers and education activists were killed, while classrooms, dormitories, offices and other facilities were destroyed.</p><h2>Reforms, Policies and Politics</h2><p>The year 2013 was also marked by controversial reforms and policies.</p><p>Among the most debated were the Osun State school reclassification programme, the dispute over the use of hijab in Lagos public schools and changes to the Basic Education Curriculum.</p><p>Unfortunately, many of the controversies surrounding these policies took on religious dimensions.</p><h3>Osun State School Reclassification</h3><p>As part of its education reforms, the Osun State Government introduced a new school structure involving the regrouping, renaming and merging of public schools.</p><p>The most controversial aspect was the merger of schools with different historical and religious backgrounds.</p><p>Some schools originally founded by Christian missions were merged with other public schools attended by children from different religious backgrounds. This led to protests over school identity, religious practices and the wearing of hijab by Muslim students.</p><p>The Osun State chapter of the Christian Association of Nigeria and some Christian groups opposed parts of the reform. Protests and disagreements led to tension and the temporary disruption of activities in some schools. (<a href="https://opinion.premiumtimesng.com/2014/02/13/hijab-aregbesola-osun-school-reclassification-war-saka-waheed-adekunle/">premiumtimesng.com</a>)</p><h3>Hijab in Lagos Public Schools</h3><p>Another controversy concerned the wearing of hijab by Muslim students in Lagos public schools.</p><p>The state government maintained that students could not wear hijab as part of the approved school uniform, although it could be used during religious activities.</p><p>The decision caused dissatisfaction among Muslim students and organisations. Protests were held, and some Muslim groups described the policy as discriminatory and unacceptable.</p><p>The disagreement later became the subject of a long legal battle.</p><h3>Changes to the Basic Education Curriculum</h3><p>The revised Basic Education Curriculum also generated criticism, particularly over changes affecting Christian Religious Studies and Islamic Studies.</p><p>Some religious organisations feared that combining or restructuring religious and civic subjects would reduce the importance given to religious education.</p><p>The debate showed how difficult it could be to introduce education reforms in a religiously diverse country without creating suspicion among different groups.</p><h3>Politics and the Ministry of Education</h3><p>Politics also affected the education sector.</p><p>Professor Ruqayyatu Ahmed Rufa’i was removed as Minister of Education during a cabinet reshuffle in September 2013. Her removal came while negotiations over the ASUU strike were still ongoing. (<a href="https://www.vanguardngr.com/2013/09/i-am-going-back-to-university-to-teach-says-ruqayyatu-rufai/">vanguardngr.com</a>)</p><p>The change in leadership created further uncertainty at a time when the sector required stability and focused negotiation.</p><p>Before leaving office, the minister had also supported stronger penalties for examination malpractice. The proposal attracted mixed reactions.</p><p>While there was general agreement that examination malpractice should be punished, some commentators argued that punishment alone would not address the poor facilities, weak teaching, pressure for certificates and other conditions encouraging malpractice.</p><h2>Initiatives and Gains</h2><p>Despite the controversies, violence and strikes, the education sector recorded some gains during the year.</p><p>One initiative that attracted national and international attention was <strong>Opon Imo</strong>, meaning “Tablet of Knowledge”, introduced by the Osun State Government.</p><p>The electronic device contained textbooks, lesson materials and examination resources for secondary-school students.</p><p>The project received a World Summit Award in the Learning and Education category in 2013 and was widely discussed as an early attempt to introduce large-scale digital learning in Nigerian public schools. (<a href="https://wsa-global.org/winner/opon-imo-tablet-of-knowledge/">wsa-global.org</a>)</p><p>The Federal Government also invested in the establishment of Almajiri model schools, particularly in northern Nigeria.</p><p>The schools were intended to combine traditional Qur’anic education with basic Western education and provide learning opportunities for children who might otherwise remain outside the formal school system.</p><p>The initiative recognised the need to improve access to education among Almajiri children. However, its long-term success depended on proper funding, community acceptance, trained teachers and continued maintenance by federal and state governments.</p><h2>Continuing Challenges</h2><p>Some of the challenges experienced in 2013 were not peculiar to the year.</p><p>They included poor infrastructure, examination malpractice, mass failure in public examinations and graduate unemployment.</p><h3>Poor Infrastructure</h3><p>Many schools continued to operate with overcrowded classrooms, inadequate furniture, poor sanitation, weak libraries and laboratories that were either poorly equipped or completely unavailable.</p><p>The shortage of facilities affected both teaching and learning.</p><h3>Examination Malpractice and Poor Results</h3><p>As in previous years, newspapers carried disturbing reports of poor performance in national examinations.</p><p>The repeated reports had become so common that they no longer surprised many readers. Yet, they remained a clear indication of deeper problems within the education system.</p><p>Examination malpractice also continued, encouraged by pressure from parents, students and schools to obtain good results at all costs.</p><h3>Graduate Unemployment</h3><p>Unemployment remained another major challenge.</p><p>The education system continued to produce graduates who struggled to find work. Some remained unemployed because opportunities were limited in their areas of study, while others were described by employers as lacking the skills required in the workplace.</p><p>It became common to see employers demanding several years of work experience from applicants who had only recently graduated.</p><p>This raised questions about the relationship between the school curriculum, practical training and the needs of the labour market.</p><h2>Conclusion</h2><p>The year 2013 was certainly turbulent for Nigeria’s education sector.</p><p>Prolonged strikes disrupted tertiary education, violence claimed the lives of students and teachers, religious controversies affected school reforms, and many long-standing challenges remained unresolved.</p><p>There were a few encouraging initiatives, particularly in digital education and efforts to provide schooling for Almajiri children. However, these gains were overshadowed by the scale of the crises affecting the sector.</p><p>Unless the concerns of teachers and other education workers were properly addressed, there was every possibility that the strikes of 2013 would be repeated in 2014 and later years.</p><p>Unfortunately, many of the problems identified in this review were not resolved at the end of the year.</p><h2>Update: Looking Back from July 2026</h2><p>Looking back, the fears expressed in this article were justified.</p><p>Strikes continued to disrupt tertiary education in later years, including another prolonged nationwide ASUU strike in 2022. Attacks on schools also spread beyond the North-East to parts of the North-West and North-Central regions.</p><p>UNICEF reported in 2024 that more than 1,680 children had been abducted in conflict-related incidents during the previous decade, while at least 180 children had been killed in attacks on schools. (<a href="https://www.unicef.org/nigeria/press-releases/10-year-mark-chibok-abductions-unicef-urges-action-secure-childrens-education">unicef.org</a>)</p><p>Some developments from 2013 also produced lasting effects. The debate over hijab in Lagos public schools eventually reached the Supreme Court, while digital-learning initiatives became more common, particularly after the COVID-19 pandemic.</p><p>The year 2013 should therefore be remembered not only as a difficult year, but also as an early warning of problems that Nigeria’s education sector would continue to face for many years.</p></div> </div>

2013 Review: Education or What?

Editorial note: This article was written as a review of events in Nigeria’s education sector in 2013. It reflects the information, controv...

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BORN AGAIN CHRISTIANS RETURN (WAEC) CERTIFICATE IN A CASE OF RESTITUTION FOR SIN

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"> In accordance with their faith, no less than 15 persons have voluntarily returned their Senior Secondary School Certificate to the West Africa Examination Council (WAEC) as restitute for their involvement in exam malpractices. These individuals, were among numerous persons that had approach WAEC through letters seeking restitution after confessing to their crime as at the time they sat for the exams.<br /> </div> <div style="text-align: justify;"> The returned certificates were void by the Nigeria Examination Council (NEC) at its 53rd meeting following a request by WAEC for the certificate to be void in accordance with the council's act.</div> <div style="text-align: justify;"> The returned certificates by the Born Again Christians were both for the May/June (internal/school candidate) and November/December (external/private candidate) West African Senior School Certificate Examination (WASSCE). A breakdown of the returned certificates were shown to span nearly three (3) decades, the oldest of the certificate was obtained in 1983, while the earliest of the certificate was as recent as 2010. </div> <div style="text-align: justify;">  </div> <div style="text-align: justify;"> Christian doctrine encourages faithful to confess to their sins, seek restitution and forgiveness. In a bible verse, it was stated that: </div> <div style="text-align: justify;">  </div> <div style="text-align: justify;"> "When a man or woman commits any of the sins that people commit by breaking faith with the Lord, and that person realizes his guilt, he shall confess the sin that he has committed. And he shall make full restitution for his wrong." </div> <div style="text-align: justify;">  </div> <div style="text-align: justify;"> This could have been the motivation for born again who returned their certificate. In Nigeria, examination malpractice is an offence that carries a long jail time and or a heavy fine for the offender. </div> </div>

BORN AGAIN CHRISTIANS RETURN (WAEC) CERTIFICATE IN A CASE OF RESTITUTION FOR SIN

In accordance with their faith, no less than 15 persons have voluntarily returned their Senior Secondary School Certificate to the West Af...

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