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SPECIAL REPORT: Outdated Textbooks, Dearth of Materials Crippling Teaching in Public Primary Schools

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Musa’s only teaching material is the curriculum, a flat rectangular book, given to him by the headmaster of the government primary school he was employed to teach. The curriculum is the only material he could use to carry his duty. But to give life to his basic science lessons, the primary four class teacher would need a variety of instructional materials, which currently are unavailable to him.

It’s been a year since Badamasi Musa resumed as a teacher at Presidential Lodge primary school. A small, dusty yard public school in Birnin Kebbi, Kebbi state capital. Though the school was built in a metropolitan area, its building resembled those found in distant and ungoverned settlements.

Shortly after he resumed, Musa realized he had just three types of books at his disposal. The basic science curriculum, the teacher’s guide, and an outdated textbook. But the textbook is irrelevant to him because the topics outlined in the textbook are not inconsistent with the content of the current curriculum.

Instead of providing valuable information about the topics outlined in the current curriculum, the textbook cover topics found in the old one.

The book was lying on Musa’s table, he had sent a student to fetch it upon the request of the reporter. It smelt musty and its pages flipped hurriedly as though eager to be left alone again. The textbook was pristine and made of purples, the kind that welcomes the eyes and invites the hand to touch. But a textbook can only be considered relevant if it offers information and explanation about a subject or theme based on the standard sequence of the curriculum.

‘’The FG-UBE intervention textbook is the only option provided but it’s not useful because it doesn’t match with the curriculum. Since the curriculum is more important, I have to abandon the textbook and teach with the information outlined in the curriculum,’’ Musa told the West African Pilot News reporter.

Although for Muhammed, relying solely on the curriculum to teach was already customary, he knew the students at his workplace are been denied access to quality education.

A range of learning resources is needed to support students in the learning process, among which textbooks are most notable.

Poor quality teaching is damaging learning

Hauwa identified her favorite subject as English although she is unable to read or write and is unfamiliar with comprehension passages since she rarely reads one in school and does not have a textbook of her own. The 12-year-old is a Primary 6 student of Gwandu Emirates Model Primary School in Birnin Kebbi.

Hauwa cannot communicate in English but is regarded as one of the brightest students in her class. Her spoken English is often applauded by her teacher, Sadiq. An unsurprising gesture, considering that her proficiency is just as low as his.

The young girl is about to be shipped to post-primary after been tutored by teachers who do not know effective pedagogical practice and have little access to necessary teaching materials.

However, Sadiq, her class teacher, who can barely construct a simple sentence or tell a phrase from a clause, is certain he has mastered how to tackle the sticky situation in his school.

“Some textbooks do not match with the curriculum for several subjects but the way we are doing it, we can use just the curriculum to teach. You have to follow the curriculum before you start because it contains everything wey fits dey inside the textbook. You know, the curriculum contains pupils’ work, topic, sub-topic, and evaluation.  So, if you read the curriculum well you can teach the students. You can also use google for extra information,” he said.

Pedagogical practice in government-owned elementary schools is mostly tandem to distasteful conditions of service.

The National Personnel Audit (NPA) report released by the Universal Basic Education Board (UBEC) in 2018 listed Kebbi as one of the top states with unqualified teachers in public schools.

The study indicated that pupils’ ability to learn is being threatened by the presence of substandard teachers in the state.

While the situation persists, it is worsened by the lack of auxiliary teaching materials needed to make learning effective.

The philosophy of primary education under the 9-year Basic Education Curriculum (BEC), is that every learner that undergoes the program should acquire the appropriate level of literacy, numeracy, and communicative skill needed for laying the foundation of a life-long learning experience, but the resources to foster effective implementation of the curriculum are either inadequate or lacking in most schools.

It is not enough to produce a curriculum; it is even more important to produce useful types of machinery that will ensure that its ideals are realizable through effective classroom practice.

The universal basic education program

 The Universal Basic Education Commission (UBEC) had procured 1.43 million textbooks in Mathematics, English, and social studies for pupils in primary 1-3 and 7.3 million textbooks for primary 4-6 in 2019, having disclosed that the process was ongoing the previous year.

The textbooks, stamped “UBEC/FG intervention textbooks”, were distributed under the 2015/2016 intervention by the commission.

In the same year, UBEC released N142.6 billion to states for the provision of necessary facilities in public primary and junior schools in the country.

The introduction of the UBE Act in 2004 ushered in policies that guaranteed the provision of instructional materials for all government-owned elementary schools across the country.

The UBE. a 9-year education program is a reform initiative designed to control, provide and improve education at the basic level. At the wheel of the initiative is the Universal Basic Education Commission (UBEC), which coordinates the program and works to achieve the ambitious Sustainable Development Goal (SDG) 4 by ensuring the adequate provision, appropriate management, maximum utilization of educational resources.

Mathematics, Basic Science, English, Social Studies, Library resources, and Early childhood development materials are prioritized in the instructional material intervention and as of 2016, over a hundred million of these books had been distributed to public schools nationwide.

The FG had proposed a 1:1 textbook ratio for all core subjects for students in public schools and had designated `15 percent of the 2 percent of the consolidated fund for the procurement of instructional materials while 70 percent of the fund is released to states on the condition that an equal contribution is presented as matching grants.

The commission, UBEC, is statutorily required to use 15 percent of the revenue to provide textbooks and other materials for all public primary schools in the country.

However, there is still no contending the deplorable state of education in the country.

Primary education is officially free and compulsory but one in every five out-of-school children is in Nigeria and about 10.5 million children age 5-14 years are not in school. Add this to the millions of half-educated children tutored under a decaying educational system.

Pupils, teachers grapple with ineffective teaching

The classes at Justice Umar Model Primary School, are also plagued by the same tragedy. Students have no choice but to take shabby lessons by substandard teachers in a harsh and inconducive environment. While the provision of quality education requires that instructional materials are not limited to textbooks, the total absence of these materials can make learning ineffective.

But the pupils at Justice Umar Model Primary School are not the only ones skating on thin ice, teachers here are also direly affected and Farouq Umar is keen on decrying the unpleasant situation. The teacher has taken to borrowing textbooks from neighbours who enrolled their children in private schools. According to him, teachers and students in private schools in the state are privy to the right materials and resources, unlike government schools where such access is a luxury.

“Only private primary school teachers have current textbooks at their disposal and this is because school owners buy directly from publishers who are quick to update materials whenever a curriculum is reviewed. Most times when I am planning for my lessons, I just borrow textbooks from private school pupils in the neigbourhood. Some of the materials in my possession were given to me by a neigbour whose son graduated from a private school two years ago,” he said with a smirk on his face.

Farouq had once considered buying books with his earnings but the sum the multiple subjects teacher needed was too heavy for his meager N19000 monthly salary to bear. His wife and children would have next-to-nothing if he made such a move, so he settled with lending from neigbours.

PICTURE 5: Abandoned UBEC/FG intervention textbooks

Textbooks play an important in the teaching and learning process of any subject. Access to specific choices of curriculum and textbooks matter for student achievement according to a study by Ed Reports, a non-profit that reports on school instructional materials.

“The quality of a textbook has a significant effect on student’s achievement, can determine the quality of education and is based on content format and appropriateness for the students. They are most effective when they serve the teacher’s creativity in delivering learning,” the study read.

And for Aminu, another school teacher, the supply of outdated textbooks coupled with many other inadequacies in the school system translates to the growing uninterest and indifference among teachers.

The absence of instructional materials in the school is make teaching tedious for Abubakar.  He says the challenge has long depleted his motivation took effectively and is certain other teachers share his sentiment.

Request for reviewed textbooks unanswered

When Aminu, the headmaster of Justice Umar school first requested that the UBEC-FG intervention textbooks supplied to public schools in the state be revised during a meeting with the Local Government Education Authority (LGEA) in his council, he anticipated a swift response.

The situation undermined the quality of teaching and learning in the state and of course, a quick response was imperative or so I thought,” he explained.

But his hopes were dashed after he made similar requests in many other meetings and nothing changed. To the headmaster, educational bodies in the state are unintentional about the quality of education in public schools.  Aminu believes that is the only way to explain why after several complaints from school headmasters, most materials are either unavailable or outdated.

And to fan the flames, subjects recently introduced are without teaching materials.

While some were clustered under a curriculum, others left independent but instructional materials for these subjects are unavailable.

PICTURE 7: History and Islamic studies curriculum issued without teaching materials

I think some two, three years back, some subjects were merged into one such as Basic Education which comprises Basic Science, Basic technology, ICT and Agriculture. And also Religious and national values which comprise security education, social studies, Civic Education, IRK, and CRK. These are independent subjects that were merged under one curriculum. But we never received any instructional materials for these subjects save for Social studies.

I also received the curriculum and teachers’ guide for history as a new subject but I had to ignore the subject because I couldn’t even find a textbook for that subject in the market.

“The curriculum for new subjects was issued with teachers’ guide but without any instructional material. I couldn’t assign anyone to teach the subjects because of that. We can’t teach these subjects with just teachers’ guides.

I even asked the LGEA in numerous meetings. I have asked over and over why textbooks for the new subjects weren’t supplied with the curriculums and guides,’’ he said in an irritating tone.

Expert speaks

An Education expert, Mr. Awopetu Olajide, who is specialized in special education and curriculum studies, blamed the situation on the floppiness of the government.

According to him, such problems are more likely to surface when policymakers leave classroom teachers out of the curriculum planning process. He also indicated that teaching cannot be effective without the use of auxiliary materials like textbooks.

“There is a curriculum and textbooks relationship which have to do with the textbook showcasing what is enshrined in the curriculum. So, there is no way a teacher can teach effectively without access to auxiliary materials like textbooks. And when you talk about effective teaching, learning is embedded. Effective teaching will bring about the effectiveness of learning. So ordinarily, when a textbook is been prepared, the author must follow what is written in the curriculum. Because the curriculum has topics that have been preselected for each session.

“Topics in the textbook must tally with the topics in the curriculum. Sadly, the supply of outdated textbooks is a result of laxity on the part of the government. This is a problem that occurs when the policymakers leave out classroom teachers when selecting topics for the curriculum. Teachers should not be left out but carried along in both curriculum planning and the distribution of teaching materials

Mr. Awopetu also posited that to ensure quality education, textbooks, and other teaching materials must be reviewed regularly so that updated information will be considered.

He stated that quality primary education has a major impact on the lifelong learning experience of school children, noting that if teaching materials are adequately prepared, effective teaching will be achieved.

“In most public schools, there are materials but these materials are mostly outdated. And teachers in these schools have a lukewarm attitude to their job for reasons best known to them. But if things are adequately prepared or provided by the government, definitely the teachers will teach effectively,” he added.

“If there is the effectiveness of teaching there will be quality learning. This will affect the lifelong learning experience of the students because the quality of teaching and learning they receive now will make in the future and if the students are adequately prepared now, the future of the country will be guaranteed. And if the case is otherwise, then definitely, the future of the country is at stake.”

UBEC hijacked procurement of instructional materials – SUBEB

When WAP contacted the state’s Universal Basic Education Board (SUBEB), the body claimed the challenge exist because procurement of instructional materials is directed and coordinated at the national level and not the state.

According to SUBEB’s executive secretary, Umar Hassan, the procurement and distribution of textbooks by UBEC denies states the liberty to approve textbooks based on their needs and peculiarities.

“The mandate to supply instructional materials is rested with UBEC and the commission in charge of this supply to all the states in the country. But this problem exists because UBEC hijacked the responsibility of supplying textbooks from SUBEB. If states are at liberty to decide what and how the textbooks will be designed and supplied based on their environment and reality, then we won’t be in this mess,” he said.

Mr. Hassan indicated that the board has trained teachers on how to source alternative instructional materials in situations where textbooks and other materials are unavailable.

He also noted that primary school teachers have been advised to source for information on the internet to aid teaching.

“SUBEB has trained teachers to find an alternative source of instructional materials. In some cases, it’s just some topics that are missing because new concepts have been inserted into the curriculum and we advise them to use the Internet.

“Headteachers have been instructed to make sure they have a phone with internet access, to support class teachers without such access.  We have been training teachers on how to improvise instructional materials, government alone cannot provide all. We have trained them in activity-based teaching approaches which requires them to improvise instructional materials using low or no-cost materials. We are not asking them to buy materials with their money,” he added.

He stated that the board has notified UBEC of the challenge with instructional materials in the state, and can only hope that the problem is rectified.

 

 

 

 

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Books

A Chronicle of Community: Tracing the Roots of Amaiyi Igbere

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  • Book Title: Amaiyi Igbere: A Historical Look Back on Life, People, and Places That Shaped the Community
  • Author: By Emmanuel O. Ukandu, P.E.
  • Publishers: Intekspress Publishers
  • Reviewer: Emeaba O. Emeaba
  • Pages: 285

There is a particular kind of historical work that does not begin in an archive but around family compounds, market squares, church yards, streams, and evening conversations. Amaiyi Igbere: A Historical Look Back on Life, People, and Places That Shaped the Community by Emmanuel O. Ukandu belongs to that tradition. It is not merely a local history. It is an act of cultural preservation, an ambitious effort to rescue an entire way of life from the erosion of memory. The book announces that purpose immediately, presenting itself as a historical record of “life, people, and places that shaped the community.”

Ukandu understands something many professional historians sometimes overlook: the disappearance of everyday knowledge is often more permanent than the loss of famous events. Kings, wars, and politicians usually find chroniclers. The names of neighbors, customs surrounding childbirth, wrestling ceremonies, market routines, childhood games, and village footpaths frequently vanish within two generations. His response is encyclopedic. Across eighteen chapters, the author documents everything from family genealogies and village compounds to agricultural practices, religious life, education, folklore, the Nigerian–Biafran War, and changing social values.

Rather than pretending to produce an objective, omniscient history, Ukandu openly defines the book as a “personal history.” He carefully explains the limits of eyewitness testimony while arguing that memory itself deserves preservation. In one of the book’s strongest passages, he writes that:

“What may appear to be a small fragment of history today… may spare them the considerable effort and resources that would otherwise be required to search for traces of what transpired.”

That sentence serves as the philosophical foundation for everything that follows. The author is less interested in constructing grand historical theories than in ensuring that ordinary facts survive.

One of the book’s greatest achievements is its treatment of genealogy. Hundreds of names appear throughout the narrative—not as dry census entries but as participants in a living community. Families are connected across compounds, marriages, occupations, churches, schools, and public service. Future descendants searching for ancestors decades from now may find this volume invaluable. The author’s hope that young readers will build their own family trees transforms the book from history into an invitation for continuing scholarship.

The strongest chapters are those describing daily life before modernization transformed southeastern Nigeria. The discussions of rites of passage, farming seasons, fishing traditions, folklore evenings, marriage customs, health practices, markets, and village maintenance recreate a society whose rhythms depended upon community rather than institutions. The cumulative effect resembles an ethnography written by someone who lived the culture rather than observing it from the outside.

Ukandu also demonstrates how education shaped modern Amaiyi. His accounts of scholarship programs, pioneering teachers, and community leaders reveal how one generation deliberately invested in the next. Particularly memorable is his reflection that:

“Good seeds planted in children at an early age may produce results that last for a very long time.”

That observation quietly becomes one of the book’s central themes. Throughout the narrative, the community advances not through dramatic revolutions but through teachers, mentors, churches, scholarship funds, and families determined to educate their children.

The prose possesses an unusual sincerity. Ukandu rarely writes as though he is attempting a literary flourish. Instead, his voice reflects someone determined not to forget. That straightforwardness gives emotional weight to passages describing migration, the Nigeria–Biafra War, and the gradual disappearance of customs that once organized everyday existence.

Perhaps the book’s most affecting declaration appears near the beginning:

“The material presented in this book constitutes ‘a time window’ on a particular period in the life of the people of Amaiyi Igbere.”

The metaphor is exactly right. Readers are not simply learning dates; they are looking through a window into a vanished social world.

What does the book do less well?

Its greatest strength is also its principal weakness.

The book frequently favors completeness over narrative momentum. Long catalogues of names, family relationships, and community figures provide extraordinary documentary value, but they occasionally interrupt the flow for readers unfamiliar with Amaiyi. A more selective organization—or the addition of supplementary family charts, maps, timelines, and genealogical diagrams—would have made the wealth of information easier to absorb.

Editorially, the work could also benefit from tighter compression. Many anecdotes repeat similar themes, particularly regarding exemplary community leaders and educational pioneers. A more robust synthesis would strengthen the narrative without sacrificing historical content.

There are moments when personal admiration for certain individuals overtakes critical historical distance. Since the author explicitly identifies the volume as a personal history grounded in lived memory, this is understandable. Still, readers seeking extensive engagement with conflicting interpretations, documentary evidence beyond recollection, or broader regional historiography may occasionally wish for more comparative analysis.

Yet these criticisms ultimately reflect the book’s chosen mission rather than its failure. Ukandu is not writing a conventional scholarly monograph. He is preserving communal memory before it disappears.

The result is an important contribution to local African historiography and a reminder that history survives not only in national archives but also in villages whose stories are too often left unwritten. If every community possessed a chronicler as determined as Emmanuel Ukandu, historians of the next century would inherit a far richer record of Africa’s social past.

Amaiyi Igbere demonstrates that preserving memory is itself an act of public service. It stands as both a historical record and a gift to future generations seeking to understand not merely where they came from, but how ordinary people built a community whose legacy deserved to be written before it was forgotten.

This book is available on Amazon (Click on Image).

 

 

 

 

 

 

 

 

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♦ Dr. Emeaba, the author of “A Dictionary of Literature,” writes dime novels in the style of the Onitsha Market Literature sub-genre.

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Book Review: The Gospel According to the Grocery Aisle

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  • Book Title: FOOD FOR THOUGHT: Nourishing the Soul, One Bite at a Time
  • Author: Professor Rev. Dr. Darlington Iheonu I. Ndubuike
  • Publishers: WestBow Press.
  • Reviewer: Dr Emeaba O. Emeaba
  • Pages: 220

In Food for Thought, Darlington Ndubuike transforms the produce aisle into a pulpit, finding in seventy fruits and vegetables a complete theology of the examined life; its trials, its silences, and its unexpected harvests.

Consider, for a moment, the humble prune. Dismissed by most as a geriatric remedy, shriveled and graceless beside its more glamorous neighbors in the produce section, it is not the obvious vehicle for theological meditation. Yet it is precisely here, at the unglamorous end of the fruit bowl, that Professor Rev. Dr. Darlington Iheonu I. Ndubuike begins his ambitious, idiosyncratic, and occasionally arresting book of devotional reflections. “Before it becomes a prune,” he writes, “the plum undergoes a transformation; it is dried, its moisture removed, and its form altered. Though the process may seem like a loss, the prune becomes more concentrated, sweeter, and longer-lasting than the original fruit.” The pruning of the plum becomes, in Ndubuike’s telling, the pruning of the soul; God as Master Gardener, cutting away what comforts in order to cultivate what endures.

This is the central conceit of Food for Thought, and it is one the author pursues with a kind of joyful relentlessness across seventy chapters, each devoted to a different fruit, vegetable, or herb. From peach to peas, from chard to walnut, from kiwi to kale, each item in Ndubuike’s spiritual pantry yields a devotional lesson, a biblical parallel, and an acronymic framework for right living. The book belongs to a long lineage of nature-as-sermon writing; from the medieval Physiologus, which found moral instruction in the habits of real and fantastical animals, to the pastoral homiletics of the American evangelical tradition. But Ndubuike brings to the genre something distinctly his own: an exuberant fondness for wordplay, an autobiographical candor that occasionally startles, and a devotional warmth that persists even when the metaphors strain their seams.

The book’s organizing principle is phonetic rather than botanical. Ndubuike pairs each food with a homophonic or near-homophonic English word or phrase: the peach becomes a meditation on the “pitch,” or the power of words; the kiwi prompts a reflection on “Can we?”—a question of communal possibility and spiritual unity; the walnut, with a brisk semantic pivot, becomes “Worry Not.” The raisin asks us to search for “reason” in the dry seasons of life; the lettuce implores us to “Let Us” choose reconciliation; the cantaloupe reminds us that we “Can’t Elope” from our responsibilities. Some of these puns land with the satisfying click of genuine insight. Others; the beet becoming “beats,” the corn becoming “con;” are more strained, their theological freight arriving at the station considerably ahead of any logical locomotive to carry it. Ndubuike is clearly aware that he is operating in the territory of the playful homily rather than the systematic treatise, and he generally deploys his puns with enough good humor to disarm objection.

What distinguishes Food for Thought from its devotional shelf-mates is the quality of Ndubuike’s autobiographical interjections. In a chapter ostensibly about chard—”charred,” in his reading, as a metaphor for transformation through trial—he pivots without warning into a searing personal memoir: his years as an international student in Houston, the hurricane that destroyed his workplace, the repossessed car, the miles walked before dawn from Stella Link Road to West Belfort, folding newspapers in the back of a pickup truck, shoulder still aching decades later. These passages are written with a plainness and precision that distinguish them sharply from the book’s more ornate homiletical moments. They arrest the reader because they are specific in a way that allegory rarely is; because they insist that the fire he describes is not only figurative. “I had a return ticket,” he writes. “I could have gone home. But I stayed. That was over forty years ago. What felt like the end was actually the beginning.” The chard chapter, in other words, becomes something more than a meditation on resilience; it becomes testimony.

The book’s theological framework is unambiguously evangelical and Protestant, rooted in the conviction that Scripture is the primary lens through which the natural world—and human experience—ought to be interpreted. Ndubuike cites Proverbs, the Psalms, the Pauline epistles, and the Gospels with the ease of long familiarity. His approach to biblical narrative is typological and hortatory: Joseph, Esther, Naomi, Gideon, Abraham, and Ruth appear as recurring figures, their stories pressed into service as analogues for contemporary spiritual dilemmas. This is a deeply traditional mode of Christian preaching, and readers already within that tradition will find the interpretive moves intuitive, even comforting. Those approaching from other perspectives—secular, interfaith, or from within Christianity’s more historically minded wings—may find the hermeneutic at once earnest and occasionally reductive. Ndubuike is not much interested in the ambiguities of biblical narrative, in the gaps and silences that have occupied critical scholarship for a century and a half. He reads for moral and spiritual direction, and he finds it consistently wherever he looks.

Structurally, the book follows a disciplined if somewhat formulaic pattern. Nearly every chapter concludes with an acronym that spells out the chapter’s food—the pecan yields PECAN (Positioned in Christ, Empowered by the Spirit, Called with Purpose, Anchored in Faith, Nourished by Grace); the peach yields PITCH (Pause Before You Speak, Intend to Build, Tell the Truth in Love, Choose Words Carefully, Honor God and Others). These frameworks are designed, one senses, for pedagogical application; for church small groups, Sunday school classes, sermons, and workshops. As pastoral tools, they are admirably efficient. As literary devices, they occasionally impose a tidiness on complexity that the preceding meditation has not quite earned. Life, as Ndubuike himself demonstrates when he is writing from memory rather than from schema, is rarely as categorical as an acronym.

The book’s range is its most impressive quality. In the space of a single volume, Ndubuike moves from modesty and bodily dignity (the citrus chapter’s meditation on “see-throughs” and discretion) to individuality and self-expression (the garlic chapter’s spirited defense of the “Gar-ilk,” those uncommon souls who carry bold presence without apology), from the communal ethics of the kiwi to the eschatological patience of wheat. The chapter on basil is perhaps the most quietly searching in the collection: Ndubuike warns against what he calls “basil living”—a life of safe, flavorless adequacy, the spiritual equivalent of the default herb—and invokes Esau’s sale of his birthright as its scriptural type. The Israelites in the wilderness, longing for the cucumbers and garlic of Egypt even after their miraculous deliverance, are pressed into service here as cautionary archetypes of comfort-seeking and diminished vision.

The final chapter, devoted to peas—peace—arrives with the warmth of a well-prepared meal’s last course. Peas, Ndubuike observes, “grow together in a pod, side by side, close-knit, and in harmony. They don’t compete for space; they share it.” It is a fittingly communal image with which to close a book that is, at its best, an invitation to a shared table; to the practice of attending carefully to the ordinary, of finding in the quotidian not distraction but direction.

Food for Thought is not a book without faults. It is uneven in texture, moving between passages of genuine spiritual depth and others that settle for the pleasant cliché. The acronymic scaffolding, useful as a preaching tool, can feel mechanical when encountered seventy times. And there are moments when the phonetic conceits require a suspension of credulity that the theological argument is not quite strong enough to support. But Ndubuike writes from a place of authentic vocation; he tells his readers, only half in jest, that he cannot cook, and that the Holy Spirit is the true chef of this volume, and that sincerity has a flavor of its own.

For readers willing to receive it on its own terms; as an extended pastoral exercise in finding sacred meaning in the ordinary world, written by a man who has walked miles in the dark and emerged with his faith intact; Food for Thought offers something genuinely nourishing. Ndubuike’s grandfather’s voice can be heard throughout: in the dedication to his grandson Lennox, he sets the book as “a table I’ve set with care, each page a dish seasoned with reflection, truth, and love.” That is, in the end, exactly what it is.

This book is available on Amazon (Click on Image).

_________

♦ Dr. Emeaba, the author of “A Dictionary of Literature,” writes dime novels in the style of the Onitsha Market Literature sub-genre.

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From Noise to Votes: Nigerian Youth Must Turn Online Fire into Electoral Power

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Young Nigerians have shown a remarkable ability to create waves in the digital space. With a single click, they can expose a politician’s corruption, rally tens of thousands of supporters behind a single hashtag, and keep every political actor on edge from dawn until dusk. However, as the 2027 general elections draw closer, it is time to face an uncomfortable truth: loud online noise isn’t the same as real power in the political sphere. If Nigerian youth wish to get the best possible leadership from their nation’s leaders, they need to take their online activity offline (i.e., to places where actual democracy occurs) and start showing up to cast votes.

There is simply too much evidence to ignore that this needs to occur. Nigeria is a young country demographically. Together, Gen Z and Millennials comprise approximately half of the total population—50.1 percent—according to IntelPoint. Gen Z makes up 25.8 percent and Millennials account for 24.3 percent. When we consider Gen Alpha, the percentage rises to 85.7% of the population under 44. According to ActionAid Nigeria, more than 60% of Nigeria’s population is under 30. According to Afrobarometer, Nigeria has a median age of 18.1 years, and 58% of its population is aged 0-29. Therefore, Nigeria isn’t merely a young country; it is a country dominated by young people.

Based on this information, this dominant demographic should wield considerable political influence. Unfortunately, there often appears to be little correlation between these statistics and political influence. The contrast is striking. While a majority of Nigeria’s population is young, there remains a significant gap between how influential young people are politically and how influential they could be. This lack of influence is not due to a lack of ability among young people; rather, it stems from many young people stopping short of completing what is often called the “civic journey,” which involves moving from awareness to action. They consume politics, engage in political debate on social media, participate in meme politics, and express frustration with politics through social media rants; however, many young people still fail to register to vote (PVCs) or participate in elections in sufficient numbers to affect the outcome.

This disparity is important because youth dissatisfaction is far from abstract. More than 23% of Nigerian youth report being unemployed or seeking employment, according to Afrobarometer. Additionally, more than two-thirds of youth aged 18 to 35 report having some form of postsecondary or secondary-level education. Despite Nigeria ranking among the lowest in providing employment and opportunities for youth, and despite identifying high costs of living, unemployment, crime and security concerns, poverty, poor economic management practices, and insufficient access to electricity as the top five issues requiring immediate attention from government officials, youth dissatisfaction cannot be considered indifferent. Rather, youth dissatisfaction reflects citizens’ grievances and legitimate reasons to be deeply interested in who governs their country.

However, mere interest alone will not suffice. Democracy does not reward passion without participation. A young person can identify every weakness inherent in a political system; however, unless that person participates by casting a vote, they will remain a spectator to their own future. If you are mature enough to understand concepts such as inflation, insecurity, broken campaign promises, unemployment rates, and poorly managed governance systems, you are mature enough to accept responsibility for your role in creating solutions to those problems. That responsibility begins with voting.

In addition to continuing to use social media to raise awareness of voter registration, election knowledge, fact-checking mechanisms used during elections, and peaceful participation methods, social media can also serve as a vehicle for facilitating the transition from social media activism to actual civic engagement. Young Nigerians should leverage their social media presence to encourage voter registration, promote election literacy programs, provide fact-checking services to counter election misinformation, and advocate for nonviolent participation throughout the electoral cycle. They should convert their social media timelines into civic classrooms. Where can I find the information I need about voter registration processes? Where is my assigned polling station located? Where do I receive my Permanent Voter Card? How do I protect myself from spreading misinformation? How do I properly monitor election results? These are not dull topics; they represent essential tools required for surviving democracy.

Youth organizations, creators, and social media entities can also help facilitate offline civic engagement. Use your WhatsApp groups to alert others as registration deadlines approach. Use X Spaces and Instagram Live to focus on discussing relevant issues rather than hurling insults. Use TikTok to simplify the voting process. Use Facebook to motivate family members and first-time voters to participate in elections. Use whatever platforms are available to make civic obligation contagious. Nigeria’s youth have shown they can create viral content. Now they must begin to generate participation on a viral scale.

One of the most damaging myths in Nigerian politics is that “your vote doesn’t matter.” It is a self-fulfilling prophecy that only serves the interests of cynics, crooks, and machines whose success depends solely on low turnout. Yes, Nigeria’s electoral process has flaws. Yes, there have been numerous disappointments. However, the response to a flawed democracy is not abandonment; it is increased participation. By staying home on Election Day, youth essentially give their votes — and therefore control — directly to the very same groups they loathe.

Another mythological excuse for the youth’s failure to vote in Nigeria is the claim that “all politicians are alike.” No — they’re not all the same. While some politicians are inept, others are corrupt, and others exhibit both characteristics, democracy is not about seeking holy men or women; it is about making selections and enforcing accountability. An individual who refuses to make a selection for office because none of the options appear acceptable is ultimately selecting the candidate most likely to emerge victorious by default.

Nigeria’s youth already constitute the country’s largest demographic group. It is time for them to become its strongest democratic force as well. However, that will not be achieved by trending hashtags alone. Instead, it will be achieved when online energy is harnessed and directed toward political organization, civic education, voter registration, increasing voter turnout, and holding elected representatives accountable after elections.

The 2023 election saw remarkable youth participation but lacked follow-up. Therefore, the 2027 election should not produce another generation of disillusioned observers; instead, it should yield a new generation of participatory citizens. Let online flames ignite electoral power. Let debates become ballots. Let criticism evolve into participation. If Nigerian youth can dominate social media, they can also dominate democracy. The future will not be handed to them in a retweet. They must elect it into existence.

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♦ Chris Ulasi is on the Editorial Board of The West African Pilot News. He contributes stories about culture and tradition, elite politics, ethnicity and national integration, civil society, and social movement. He is a university professor, community builder, poet, film producer, recording the emergent Nollywood cultural history through film.

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