THE NEED FOR ROLE REDEFINITION IN THE EDUCATIONAL SECTOR.

It is no news that education pave way for development, enlightenment and functionality. Education has several definitions, meanings and interpretation. The essential qualities not neglected is the fact that education helps break the shackles of poverty and ignorance. An educated person is a pride to his/herself and the entire human race. However, getting an individual attain competency or perhaps being referred to as educated or put simply literate is a daunting, yet rewarding activity.

To most developing nations, the concept of education is a far cry from the ideal. People who find themselves in undeveloped areas are often characterized as the lower class of the society’s income hierarchy. What operates in this environment are structures if any, that are tagged to befit a school, which in fact may not pass for an abattoir. For those with structure, the areas lack proper transport network, suffer from dilapidating structures, and perhaps lack qualified teachers.

In most developing countries, the schools are partitioned, in a way that there exist a divide and rule system, with some appearing as governments’ favorite and others not in the good book, the former are usually well funded, equipped, located in befitting areas, well-staffed and do not suffer from quality control. They are periodically visited, taken seriously and often used as advertisement items just to score cheap popularity from unsuspecting public during the time for electioneering.

The latter, constituting the other end of the continuum lies schools that do not meet public appeal, can never be used as political advertisement, only appear in publication when the opposition needs a tool to taunt the ruling class or perhaps call it the ruling party. These relegated schools often low performing play host to the children of a vast majority of the lower class. What is noticeable in this schools when identified are readily pushed aside and tagged mere paper accusation just to dent the effort of those in charge. In most cases, the class size is usually alarming, school location not ideal, basic necessary amenities not available amongst other issues.

The school leaders and administrators in such schools are often marginalized. They, in a bid to safe their jobs keep mute and never query the government. Then we deceive the general public that education is a tool needed for liberation, a tool needed to bridge the gap between the poor and the rich, a far cry from the ideal. Many a times, learners from the relegated schools often feel themselves inferior. They belief their colleagues in the developed parts of the country are far better than they are. This is absolutely true, for the leadership of most developing nations have unconsciously further widen the gap between the rich and the poor.

To make matters worse, is considering the admission system into most citadels of higher learning. A visit into the Nigerian education system will clearly showcase this fact. Unconsciously the chances of the children of the rural dwellers are slim in choosing a befitting career. The requirements for admission towards studying in most institutions of the country is just too outrageous. It is a known fact that the possibilities of a rural dweller passing his/her papers with all distinctions is relatively close to zero. However, the chances of his urban counterpart is relatively high, although not devoid of limitations ranging from finance to malpractices.

As it is noticeable in the Nigerian context, even schools located in urban centers are often classified, while some are privately owned with high school levies, others are publicly owned acclaimed to be owned by the government. Considering schools owned by the government, one easily spot the immediate dissimilarities existing amongst these schools. Some of the public schools are fee paying, while others are tuition free. The performance of the fee paying are usually efficient as compared to those enjoying free tuition.

Though, a chat with prominent figures in the educational sector of the country will point to the fact that nothing is free. There exist no such thing as free education. Then, the question one may quickly ask is this; why allow the government politicize the educational sector, turning the funding of the citadels of learnings into constituency projects. Why can’t the educated and enlightened figures in the country advise the government on best practices of education? Rather than uplifting the standards of the Nigerian public schools, they advocate for the establishment of private schools.

These private schools are also not left out. The private school owners in the Nigerian context are business oriented, except for some few. In a bit to outshine the other and attract more clients, most private school owners devise new methods for their advertisement. To some private schools, the bill board advertisement is indeed bigger than the school. What the school’s bill advertisement depicts is a far cry from the actual reality of the schools’ existence. Other private school owners pride themselves as offering curriculum not related to the Nigerian context.

The truth of the matter is that the school owners are not to blame. Those in charge of the nations’ education may not necessarily have anything to do with education, so long as they are loyalists, they get appointed as a form of payback. Hence, a situation of placing square pegs in round holes, rather than focusing on the needful and essential, what we hear of are terminologies, all to be eradicated, ignored or deserted when the period of governance ends, particularly when an opposition government takes over power. No wonder, our education is still where it used to be with no form of improvement or development, only in terms of politicization and gross destabilization of the system.

Consider the structure of the education parlance, how qualified are the teachers in the classroom?, how efficient is the school administrator?, what relationship if any exist between the schools and the host communities? Are learners finding education fun, stress-free and easy?  What reinforcements are in place for high performing teachers and learners? To what levels are the influence of organizations in the conduct of education, apart from when used as a form for tax waivers? All these and much more are questions one needs to answer and until sincere answers are provided, our education is far cry from the ideal.

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THE NEED FOR ALTERNATIVE ASSESSMENT IN SCHOOLS

It is imperative that schools give adequate feedback to stakeholders involved in the educational sector. Parents, government, guidance and other key-players require a responsive description of their educational expenses. Hence, the need for evaluation in our schools cannot be overemphasized. Evaluation simply involves collection of relevant data, organizing the data and using these data so gathered to make decisions and/or pass judgements as to the worth of an educational program or how well students are faring in line with sets goals and objectives.

The need for gathering data with respect to what students have acquired in the learning process calls for a framework termed assessment. Assessment entails all procedures employed to obtain data as regards how well students are able to accomplish or acquire certain desired behavioral changes with respect to set objectives. Assessment centers on students or group of students’ achievement. In the educational setting, assessment is expected to center on the three domains as identified by Bloom in his taxonomy of educational objectives.

The domains are; the cognitive, the affective and the psychomotor domains. The cognitive domain focuses on the academic aspect of the student. It is the domain that supplies answers to most questions. It is the domain most schools center on. Assessment is usually concentrated here, as it has to do with mental recall or memorization of facts, regurgitation of meanings, understanding, analysis and interpretation of concepts, drawing relationships, and worth determination. Data are usually gathered through tests. The results obtained from this domain are usually represented with numerical equivalences or letter grades.

However, these results may not necessarily be true representation of the students’ worth or level of understanding of the concept being measured. Hence, the need for the second domain of education; the affective domain. The affective domain is the domain saddled with emotions, affections, feelings and any other aspect of socio-personal relationships. It takes receiving, responding, valuing, observation and characterization as key elements. This domain can be measure qualitatively by the use of sociometric tests, checklists, questionnaires etc. However, most schools do a face value evaluation, often assessed by posing questions such as relationship with others, leadership, cooperation, amongst others.

The psychomotor domain is the domain responsible for skill demonstration, performance, role-playing amongst others. It is usually seen as the domain responsible for the utilization of the hands (tactile) and the legs (kinesthetic). This domain is mostly utilized by sportsmen, artisans or skilled individuals. In the school system, the domain is usually rated via handwriting, handling of materials, engagement in sports, amongst others.

Thus, haven identified the domains of education, it becomes imperative to consider the procedures for gathering data as regards the worth or level of attainment in each domain. Often times, a student’s progress to the next level or class is solely based on his or her performance in the cognitive domain, leaving the two other domains unimproved or neglected. With this as the practice of our school system, it is impossible to present a holistic description of a student. Hence, where students are not able to regurgitate facts, such students may find it difficult progressing academically.

Most people will be quick in defending the schools’ practice of a single domain evaluation, and say individuals that encounter challenges academically be placed in special schools. But this argument or stance holds no ground, as the regular schools are expected to cater for all categories of students provided such students are neither deformed, nor handicapped, which in this case, calls for special schools or individualized instructions. Schools should constantly seek and emulate best practices that do not consider a single perspective to evaluation, hence, the call for alternative assessment.

The traditional forms of assessment utilize teacher made or standardized objective tests to elicit responses from students. This being good, but presents a shallow and narrow; one-end description of a students’ progress. The school should in cooperate into her evaluative strategies, the concept of alternative assessment. This assessment help present a holistic description of the student’s progress. They are usually gathered from the start of the program to the end of the program, where-in showing manifestation of progress.

These assessment procedures considers the three domains of educational objectives, and judgements gathered from the three domains are key in decision making and judgement. The student is usually an active determiner and a stake-holder in the data collection process. Since the student is adequately involved, he or she plans strategies that can help develop other innate talents. Thus, rather than been tedious, learning becomes fun, inclusive and conscious on the part of the students. Alternative assessment employ as instruments; students’ observation, portfolios, anecdotal records, problem solving, self-evaluation, group evaluation, models construction and presentation, simulations, podcasts, field works, exhibitions amongst others.

It should be added that alternative assessment can be visualized in two forms, these are; performance assessment and authentic assessment. Performance assessment presents the child with a demo of what to expect in future. In other words, students are usually pre-informed of the need to be adequately prepared for a task ahead. The students usually concentrate their efforts on presenting the best part of their abilities for their submission. The students are usually given adequate time to gestate. During the periods of gestation, students compare their previous performances and their present performances and identifies areas requiring improvement.

Authentic assessment on the other hand presents the students with task of real life occurrence or situations. Students are not pre-informed of the task ahead, but rather partake in the tasks as they emerge. Advocates of this assessment argue that since the students are expected to be members of the wider community or the world in general, they should not be given a pre-warning, as practitioners in the real world do not get a notice before embarking on tasks. An example might be the case of an accident victim, the doctors, caregivers or first aiders are usually not pre-informed of an accident, rather they take charge of such situations as if pre-informed.

Thus, schools are implored to make their assessments all inclusive, rather than basing their judgment on an aspect of the educational domain, and doing a face value evaluation of the other domains. With the use of alternative assessment, schools and teachers will be in best position to present detail description of their students. Similarly, students will be able to predict their successes, monitor their progress and readily conceptual their areas of interest at a tender age, rather than relying on less detailed facts.

 

WHEN THE SOCIETY GOES NOT

The theories on evolution make it clear to understand the fact that man and indeed the elements in a society evolve over time. This by no means supports the notion that man originated from apes, because it is apparent that men thinks and creates, apes do not. However, evolution as used here depicts a trend in behavior or a graduation from one form to another.

It is quiet like an epic movie how happenings and events in the society take form, in ways that where many years ago unthinkable not to mention possible, while some of this happenings are commendable, many are disgusting, and one begins to wonder, will this last forever. In a world that advocates unity in diversity, then it’s obvious that the saying; one’s best meal is another’s worst meal. A deity in a town might be the worst enemy in another.

A quick drive around town and you will marvel at what you see. Some gladdens the heart, while some troubles the heart, and makes you query, will this last forever. In many society, indiscipline is fast celebrated as bravery, tactfulness and smartness. Yet, we begin to find relevance to the saying; where there is no law, there is no crime. However, what happens in the reverse scenario where there exist a law, but only effective to a greater minority.

It is quiet shameful that even the progressivesr are quick to find a defence on their acts whenever they are indicted. It is also worth noting that the tactics many employ nowadays becomes quiet planned, systematic and strategized that we begin to envision a season movie. Many a times, developing nations fall a victim of this ploy. The way such nation manage to exist presents a question of doubt and perhaps, one quickly conclude that there is no place for collaborative governance.

Where the leadership is in complete disconnect from his followers, then one expects that, the followers dreams become mere wishes written on white cloud, that disappears once the sun awakes from its slumber, a mere mirage. A dream that may never come true.  A talk with most of the followers clearly presents frustrations in minds, but the usual belief of man as a brave entity makes such an individual hide his feelings. Man begins to suffer and smile, no wonder the lizard praises itself, when no one seems to care.

Back to the issue of evolution, perhaps in the quest to become Mr. White and live a life of Mrs. White, Mr. and Mrs. Black are fast forgetting their uniqueness, their long lasting cultural values that Mr. and Mrs. White will pay a fortune just for a slice. No wonder the saying, we do not value what we have until we lose it. It is quiet saddening to see how worthy cultural beliefs and traditions are neglected at the sight of an offer of a green card. Perhaps, Mr. and Mrs. Black want a good life.

What makes one even confused is the leadership class of Mr. and Mrs. Black, one may conclude that they came without been ready for the tasks ahead of them. They came only to send Mr. and Mrs. Black’s population to the rear of the rear. Perhaps the answer might be found in the definition of Black. What readily comes to mind at the mention of Black? Of course, the answer is not far-fetched, what is not clear, what cannot be easily understood, what depends on others for its functionality. We hear of the black hole, the black spot, and black body amongst others. The only white hole known has a definition. A definition attributable to the big bang, which was responsible for the creating of our universe. These elements are quiet smart. They are fast in making our objects of pride unworthy.

The situation becomes appalling when Mr Black sees any attempt from his counterpart aimed at his correction, an act aimed at dehumanizing his person. This same Mr Black appreciates it when Mr White refers to him as a Nigga, a common element that has been reduced to the lowest of the low. Perhaps, it is crucial for Mr & Mrs Black to have a rethink without any form of bias. He needs to wake from his slumber and regain his consciousness, else the white looking entity will soon sell his culture to him.

What one may find a little incomprehensible is the definition attached to the concept of civilization or perhaps call it modernization. With this new terminology, one is presented with a sense of neglect or a feeling of not wanting to be engaged or involved. A nobody’s duty to correct somebody, all in the name of modernization. An attempt to correct the so called Modernized individuals but with wrong or misplaced ideology earns one a reputation he never begged for. He is inhumane, not accommodating or too demanding.

The growing population of the world is gradually witnessing an advent in the decline of the concept of mutual truth and respect. This is a virtue that clearly differentiates Mr. & Mrs. Black from Mr. & Mrs. White. The latter longs to get this virtue, while the former eagerly throws his traditional beliefs down the drain. This is so because Mr. & Mrs. Black’s ideology has been so corrupted, perhaps needing a re-format. They have been sent into the rear, a position which places them in eager yearning and anticipation for Mr. & Mrs. White misconceived knowledge.

No wonder he is not relevant even in his hometown, his education has been ridiculed, his cultural values have been long lost, his sense of belongings seem so far away. He sees his neighbor as his constant treat. People no longer belief in the biding spirit that once uplifted the Blackman’s nation. Rather than advocating for transmission of the moral values and virtues available in the Blackman’s culture, we eagerly welcome the Whiteman’s culture of no culture.

However, these days should not last forever, for if they do, we may be relegated into the shadows whose location becomes an almost impossible task. Like the saying goes; the sun is still available to dry the wet clothes. It is never too late to cry for our missing cultural beliefs. When the Blackman is ready, he will surely get his cultural virtues back.

REINFORCEMENT; WHEN AND HOW TO USE IT. A CALL TO ALL CONCERN

THE NEED FOR REINFORCEMENT OR PUNISHMENT

The need for motivation in schools and homes cannot be over-emphasized. To some, it is a vital instrument for the intellectual growth of learners/children, while others see it as not necessarily a determining factor for learning, as this group of people see motivation as internal rather than external. Students should self- motivate themselves rather than depending on some external reward/motivation or reinforcement.

However, whichever school of thought one may belong to, it suffice to add that the use of motivation in schools and homes is essential and should be utilized in appropriate situations.

Hence, reinforcement can be seen as a form of motivation or reward which is delivered to children/learners on the basis of merits. This is when such individual performs to expectation or is able to accomplish a task individually or with guidance of a facilitator. It should be added that when reinforcement is properly utilized at schools or home, students or children urge to repeat a desired behavior becomes spontaneous and readily available.

The prevailing circumstance that demands reinforcement and the type of reinforcement should however be identified. In most cases, the deliverer of the reinforcement may misuse it, or may not know when to utilize it, hence rewarding a student inappropriately.

Any form of reinforcement should be commensurate with the task given, and should be awarded at appropriate time intervals. In a school setting, reinforcement should be used to develop and encourage desired behaviors in learners. Hence, a teacher should know when and how to utilize reinforcement.

A key issue in reinforcement in schools exist when a teacher utilize a particular form of reinforcement regularly which in turn leads students to predicting his/her actions or form of reward. A commonly used form of reinforcement in most schools is clapping. However, when a teacher utilize clapping as a form of reward, it should be checked as smart students may easily predict the outcome of their involvement as “clap for him” which may make them uncomfortable and in turn deter them from active participation in classroom activities.

Hence, an attempt shall be made to discuss the types of reinforcement and punishment.

Reinforcement can exist in two basic forms according to the works of psychologists. It can either be positive or negative.

Positive reinforcement occurs when a teacher or a facilitator applies the use of positive reinforcers or rewards to students which make them want to elicit or repeat the action or task with a view of doing it even better. In other words, a positive reinforcer encourages the chance or the likelihood of re-occurrence of a desired behavior. Various forms of positive reinforcers exists, these include the use of rewards, praises, ranking, recognition etc. It is essential to add that the teacher or facilitator must always vary the form of positive reinforcement in use to avoid prediction and decline on the part of the students. Positive reinforcement helps to promote healthy competition in classes and thus assist students learn even better.

Negative reinforcement on the other hand occurs when a negative reinforcer is withdrawn upon the completion of a task. Negative reinforcers are best used for behavioral modification or corrective measures. An example can be seen in an instance where a teacher instructs the students to submit their notes before 8:00am or face the consequence for not submitting at that time. In such a situation, most students will be seen submitting their notes before 8:00am to avoid the consequence for not submitting at the stipulated time. If in such instance, all students submitted their note earlier than 8:00am, then the teacher has no other option than to withdraw his negative reinforcer. Hence, negative reinforcers helps check unwanted behaviors and correct excesses. Negative reinforcers may include; demotion, denial of privileges, grounding etc. it should be added that since students do not want to lose their positions or ranks, they tend to be careful with any activity they engage in.

Punishment can be seen as a consequence or penalty for doing something wrongly. It can also be seen as an instance of occurrence which exist when intended outcomes do not tally with the actual outcomes of behaviors. However, punishment can be physical or verbal.

Punishment is said to be physical when it is corporal, in other words, the physical application or afflictions of pain on the body of the student which in this case; a victim via the use of cane, extremely dangerous physical activities, assault, constitute corporal punishment. It may not necessary solve any problem or modify a behavior but exist to only create fear or withdrawal on the part of the recipient. However, if corporal punishment becomes regular, the victim may develop resistance to such and the intended aim which is corrective becomes defeated.

On the other hand lies verbal punishment which exists when students or victims are orally abused via the use of comments which do not necessarily depict the representation of the victims. In other words, the victims are described verbally without any iota of love. This exists not only to instigate threat, annoyance, or dejection on the victim but also exist to make the recipient of such feel inferior and unwanted. Thus, it leads to withdrawal as it tends to affect the internal or the emotional well being of the child.

From the fore-going, it is essential that teachers, instructors, facilitators, parents or anyone involved in child upbringing must be well versed in the concept of motivation, reinforcement and punishment, as it can make or mar the actual traits of a child. At homes, parents should avoid the use of verbal abuses, corporal punishments, but should rather resort to behavioral modification tendencies. Appropriate and desired actions or behaviors should be rewarded when necessary.

Similarly, at schools, teachers, educators and all involved in the formal education enterprise should be well versed in the concept of reinforcement and should avoid such acts that can impede the optimum growth and development of the students/learners. Thus, it is essential that periodic talks, seminars, programs etc. on rewards and reinforcement/ behavioral modification be organized to sensitize all on the need for appropriate utilization of rewards and reinforcement.

 

 

 

TO WHOM IT MAY CONCERN (PART ONE)

This piece is written to particularly acknowledge and remember efforts of those people whom I came across in my educational pursuit. However, for the purpose of this piece, emphasis shall be placed on those I came around during my University hostel days for now.
Sometimes, we need a push, sometimes a nod, sometimes a pat, whichever one we need, when given at the right time, works wonders.
My journey in the University of Lagos, Nigeria started at the cyber cafe…… haaaa, God is wonderful. Initially, I chose Ahmadu Bello University and Usman Dan Fodio University as first and second choice respectively, but the server failed to submit my request, that was Friday.
On Monday, accompanied to the cafe with my brother, since he was well accustomed to the internet than myself, while discussing, he asked rather jokingly; why not Unilag and Lasu. As if programme with a remote control, we edited my forms, filled in details for Unilag and Lasu as first and second choice respectively, and this time, the request was submitted to the then Jamb site.
That marked my first and only step towards seeking admission into a university via direct entry after prior acquisition of the Nigerian Certificate in Education. Soon, someone that matters my senior colleague; Mathew Owolola was most helpful for his useful updates and affirmative statements.
Then came admission, of course accompanied by so many processes of registration to include screening, biometrics, data capture among others. Thank God, I scaled through. During this period marked my first day of going home so late, I got home around 11:25pm that very day of rigorous screening, ooooh, so much stories.
Eventually, I crossed the hurdle of admission and registration. Next was that of accommodation. Now, the story begins.
Ofcourse, everything was computerized; online this, online that. Hmmmm, I missed the online hostel allocation exercise, meaning clearly, no accommodation. Then my saving grace, MSSN, Unilag came as at when I needed her, all thanks to Bro. Mathew Owolola and Bro Mautin, the then welfare secretay of the society. Thus, the mosque became my home away from home. While staying in the mosque, I saw my senior colleague then during my college days, Bro Abdulahmeed Olatunbosun, through him, I linked Bro Mustapha Kelani, also from my college days. Fortunately, he had been offered accommodation at the prestigious King Jaja Hall, the hall of gentlemen as it is fondly called, he accepted my request to move in with him without collecting a dime, may Allah (SWT) reward you.
Hence, I became a Jaja inmate, and those belonged to the category called Squatters. Our room was RM 007 wing A, adjacent to the barber’s shop, directly opposite the hostel kitchen at wing C, and bounded by the toilet in front. You can only imagine how the room smells early in the morning, when all residents bonafide or otherwise go empty their bowels. The room was indeed spacious and housed so many categories of residents ranging from landlords to squatters to floaters and of course hangers. Each category has its unique features, not for this discuss though.
My landlord, Kelani Mustapha studied Business Administration. Thus, it explains why my wing was dominated by Biz admin students as they call themselves. Our direct bunkee i.e bunk mate Nelson Mafolabomi served as Doyin’s landlord, our sidee i.e. direct opposite bunk mate had Mark Fatoye, David’s landlord and their immediate bunkie; Abideen Mohammed, Danjuma and Udoka’s landlord, our best cook and walking library. At the other wing of the room, housed, a rather unusual category of students who could have qualified as musical icons. They include Okoilu Prudence popularly called trigger or bullet, whatever that means, the duo Habeeb and Femi, thanks goodness they formed a music group called STV with another unusual guy, though not from RM007. Then the engineers, Dare and his friend, those two were constantly writing reports about some lab works and always mentioning Mowete, an engineering don. Not to mention the VIP himself, Systems as we fondly called him, possibly because he studied systems engineering, that guy taught me how to clean iron with candle…. that method is risky though. Occassionally, we had visitors like Govi, Mohammed amongst others, those guys added more fun.
My year three witnessed my stay in a rather far environment. Far away from King Jaja but sharing boundary with the Faculty of Education and a direct neighbour to Madam Kofo Hall. This hostel has Saburi Biobaku as its name and as such we called it Biobaku for short. My room this time was at the topmost floor, Rm310, the extreme room and ofcourse very close to the toilet. Here, my Landlord Olaguro Modiu, a colleague from college, rather unusual person who keeps on finding x, wonders if he would ever find it, was into the recharge card business, cant forget that late banging on the room door that day around 1:00am, an unusual customer coming to buy recharge card, the noisy room suddenly became a grave yard. This room had wonderful creatures. Mostly creatures from Faculty of Education and Social Science.
I stayed in the lower bunk with my landlord, I had so many bunkees, the initial occupant, Awari was replaced with the cousin and his friend. Those two, wonderful creatures indeed, a Doctor and a Dentist. Dr. Taofeek set the sleeping record in the hostel for sleeping for over sixteen hours, haaa, that guy reads more than the library, then his friend, the dentist, manages his time, but mostly spends it at home. Then came Arinze, the Ezegburugburu of Biobaku hall, gentle, friendly and easy going. My sidee, Modiu’s course mate, Egbon Segun as he calls him, a quite, easy going young man had a bicycle which infact almost served all inmates in RM 310. Then on this day, a unique one, Egbon bought a printer, then the room became a famous business center. Directly opposite my bunk was Oboh Francis, an HKHE student who seldom visited the pitch, leaves in the second mile, i hope demolition never gets there, just kidding. His bunkee Akinmola Kenneth, a rather unusual personality, talks seldomly, gets himself busy with his Fifa, always humming and ooh my God, you dont want to know. Then, there sidee, top bunk Igbason a good questioning machine, always generating well constructed and brain tasking questions. His co-bunk mate, Gbolabo, spends adequate time on his clothes, never wore a pair without startching and his method of hailing people, you just can’t imaging himself and Kenneth, though both studying Educational Administration. One of those days, he was even advised to stop schooling and start a cloth starching outlet. But of course as an academic gizmo, that never moved him. Then, their bunkee, Aloba and Ashaolu, an unsual pair. Aloba might infact be Asaolu future inlaw, ooh, just kidding. Aloba studied Educational Administration while Asa as we call Asaolu studied Urban and Regional Planning or just say URP. Those two attended same secondary school back then, Aloba was a senior colleague to him. Asa was our cook in the room, so long as the ingredients were available, Asa is always on point, but never joke around him with Pes 2012, that football game that compensated us on weekends. Then, there is this quite young man, Asa’s friend, Saka Ahmed from science, that guy, so multi talented, has the voice for music, a very sweet one, but you dare not merge music with science, unless you want to find your GP in the lagoon. He cooks randomly, but with a special touch and indeed his dishes were mouth watering. Then, extra hangers, Tunde and his brother, those two were diploma students, over engaged with fashion. Tunde has the height of an iroko tree and when you see him, you cant but just look again.
Indeed, RM310 qualified for a business center, than a room or an hostel. So many business activities from printing, to recharge cards, to starching and of course arguments. Arguments upon arguments. One of those memorable arguments was when our visitor/customer who later became Mr Biobaku claimed that the Bible is an Holy Spirit, after losing his argument. Also, that between myself and Modiu on the appropriate Faculty position to vie for, I owe you a lot for that great discuss.
Oooooh, almost forgot our celebrity, Okon, Okolipapa as we called him, Aloba’s childhood friend, our friend from club uno. That guy indeed a character, he has controls, you can only imagine. Then, there is steam up, our neighbour, always coming to steam up. Thanks to Modiu’s lipton yellow label tea, haa, that tea does wonders.
In my final year, I found my self in RM113, same Saburi Biobaku hall this time not a squatter but as a bonafide. Along with myself was Modiu, then Kenneth, and also Ahmed and then Emmanuel, special squatters, hangers and floaters, haaa, the list is endless. This new room housed the elites, filled with what the yorubas call Afobaje. My bunk mate was supposed to be Vincent, but somehow it became Asa, the same Asaolu from RM310. A bonafide somehow, thus he brought Bityoung Bryakura Lehwot. This time around, Asa was obsessed with internet browsing; Henri Carr, Amina and even new hall wifi on the go, but ofcus never jokes with his tommy and Fifa.
By my side housed top bunk, a rather contradicting pair, Dennis Akinyelure and Kade, a direct opposite of one another. While the earlier is gentle, the later restless, though from same ethnic group. Dennis, ‘Lure Silas,’ an unusual person, talented, loves public speaking, but sometimes needs a push, doing great with RYTE initiative, thumbs up bro. Kade, a walking library, loves junks. Under bunk was occupied by a microbiologist, a former Welfare Secratary of ULSSA. I enjoyed his conversation on health issues and analysis of digestion of beans.When paired with Ahmed, the discussion seems unending.
My direct opposite bunkee housed Hussein, the chief landlord, a final year student of Quantity Surveying, so fun to be with, my supplier of Indian movies, oooh, I love Indian films, then his co-bed mate, Femi. Femi has got swags, the fine guy with a cute ride, ladies dream guy, seldom talk, only when he feels like. Their direct bunk mate was Oto Ubangbha, the president personal assistant and defender, even when the president is at fault, he sees nothing wrong, has a good number of shoes, so obsessed with fashion. Then his diploma friend from secondary school, Sunny spends all day making sure his hair looks radiant. Back to Bityoung from Asa, that guy has great skills in graphics designing and photoshopping, no wonder he became Modiu’s teacher, cant stop laughing whenever I remember the chase he gave Oto and Sunny off the bunk to the floor. Anyway, guys love arranging beds on the floor while sleeping.
Their sidee housed at top bunk an English professor and internet guru, Abdussalam Amoo, Bumlala, the then General Secretary of NUESA, a rather walking dictionary, does all my proof readings, ooh, that guy is so talented, he is a bomb. I miss the smell of his favorite meal “beans.” He could browse while sleeping, no wonder he works online as an online editor, now a site expert. Below his bunk housed Baba Toshiba, name he got from his laptop from Modiu, Asa’s colleague from URP, Hon. Seyi Olabisi Asiwaju. A gentle, easy going gentleman, and ofcus Modiu’s playing toy as he picks all form of disturbance with him, sometimes you cant but pity him.
Now, missing you guys, NYSC at hand, moving up, never staying static, thats the rule of life.
Happy reading, cheers.