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(100, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/\">Natural Development and Social Efficiency as Aims</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'Social Efficiency as Aim. A conception which made nature supply the end of a true education and society the end of an evil one could hardly fail to call out a protest. The opposing emphasis took the form of a doctrine that the business of education is to supply precisely what nature fails to secure; namely, the habituation of an individual to social control; subordination of natural powers to social rules. It is not surprising to find that the value in the idea of social efficiency resides largely in its protest against the points at which the doctrine of natural development went astray; while its misuse comes when it is employed to slur over the truth in that conception. It is a fact that we must look to the activities and achievements of associated life to find what the development of power—that is to say, efficiency—means. The error is in implying that we must adopt measures of subordination rather than of utilization to secure efficiency. The doctrine is rendered adequate when we recognize that social efficiency is attained not by negative constraint but by positive use of native individual capacities in occupations having a social meaning. \n\n(1) Translated into specific aims, social efficiency indicates the importance of industrial competency. Persons cannot live without means of subsistence; the ways in which these means are employed and consumed have a profound influence on all the relationships of persons to one another. If an individual is not able to earn his own living and that of the children dependent upon him, he is a drag or parasite upon the activities of others. He misses for himself one of the most educative experiences of life. If he is not trained in the right use of the products of industry, there is a grave danger that he may deprive himself and injure others in his possession of wealth. No scheme of education can afford to neglect such basic considerations. Yet in the name of higher and more spiritual ideals, the arrangements for higher education have often not only neglected them but looked at them with scorn as beneath the level of educative concern. With the change from an oligarchical to a democratic society, it is natural that the significance of education should have as a result ability to make one\'s way economically in the world and to manage economic resources usefully instead of for mere display and luxury should receive emphasis.\n\nThere is, however, the grave danger that in insisting upon this end, existing economic conditions and standards will be accepted as final. A democratic criterion requires us to develop the capacity to the point of competency to choose and make our own careers. This principle is violated when the attempt is made to fit individuals in advance for definite industrial callings, selected not on the basis of trained original capacities, but on that of the wealth or social status of parents. As a matter of fact, industry at the present time undergoes rapid and abrupt changes through the evolution of new inventions. New industries spring up, and old ones are revolutionized. Consequently, an attempt to train for too specific a mode of efficiency defeats its own purpose. \n\nWhen the occupation changes its methods, such individuals are left behind with even less ability to readjust themselves than if they had less definite training. But, most of all, the present industrial constitution of society is, like every society which has ever existed, full of inequities. It is the aim of progressive education to take part in correcting unfair privilege and unfair deprivation, not to perpetuate them. Wherever social control means the subordination of individual activities to class authority, there is a danger that industrial education will be dominated by acceptance of the status quo. Differences in economic opportunity then dictate what the future callings of individuals are to be. We have an unconscious revival of the defects of the Platonic scheme (ante, p. 89) without its enlightened method of selection.\n\n(2) Civic efficiency, or good citizenship. It is, of course, arbitrary to separate industrial competency from capacity in good citizenship. But the latter term may be used to indicate a number of qualifications which are vaguer than vocational ability. These traits run from whatever makes an individual a more agreeable companion to citizenship in the political sense: it denotes the ability to judge men and measures wisely and to take a determining part in making as well as obeying laws. The aim of civic efficiency has at least the merit of protecting us from the notion of training of mental power at large. It calls attention to the fact that power must be relative to doing something, and to the fact that the things which most need to be done are things which involve one\'s relationships with others.\n\nHere again, we have to be on guard against understanding the aim too narrowly. An over-definite interpretation would at certain periods have excluded scientific discoveries, in spite of the fact that in the last analysis security of social progress depends upon them. Scientific men would have been thought to be mere theoretical dreamers, totally lacking in social efficiency. It must be borne in mind that ultimately social efficiency means neither more nor less than the capacity to share in a give-and-take of experience. It covers all that makes one\'s own experience more worthwhile to others, and all that enables one to participate more richly in the worthwhile experiences of others. The ability to produce and to enjoy art, the capacity for recreation, and the significant utilization of leisure, are more important elements in it than elements conventionally associated oftentimes with citizenship. In the broadest sense, social efficiency is nothing less than that socialization of mind which is actively concerned in making experiences more communicable; in breaking down the barriers of social stratification which make individuals impervious to the interests of others. \n\nWhen social efficiency is confined to the service rendered by overt acts, its chief constituent (because it\'s only guarantee) is omitted,—intelligent sympathy or goodwill. For sympathy as a desirable quality is something more than a mere feeling; it is a cultivated imagination for what men have in common and a rebellion at whatever unnecessarily divides them. What is sometimes called a benevolent interest in others may be but an unwitting mask for an attempt to dictate to them what their good shall be, instead of an endeavour to free them so that they may seek and find the good of their own choice. Social efficiency, even social service, are hard and metallic things when severed from an active acknowledgement of the diversity of goods which life may afford to different persons, and from faith in the social utility of encouraging every individual to make his own choice intelligent.', 'https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/#post-13641', 13641, 13637, '2023-04-24 09:17:43', 0, 0, 0, 0, 'public'),
(101, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/\">Natural Development and Social Efficiency as Aims</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'Culture as Aim. Whether or not social efficiency is an aim which is consistent with culture turns upon these considerations. Culture means at least something cultivated, something ripened; it is opposed to the raw and crude. When the \"natural\" is identified with this rawness, culture is opposed to what is called natural development. Culture is also something personal; it is cultivation with respect to appreciation of ideas and art and broad human interests. When efficiency is identified with a narrow range of acts, instead of with the spirit and meaning of activity, culture is opposed to efficiency. Whether called culture or complete development of personality, the outcome is identical to the true meaning of social efficiency whenever attention is given to what is unique in an individual—and he would not be an individual if there were not something incommensurable about him. Its opposite is the mediocre, the average. Whenever distinctive quality is developed, the distinction of personality results, and with it greater promise for a social service which goes beyond the supply in quantity of material commodities. How can there be a society really worth serving unless it is constituted of individuals of significant personal qualities?\n\nThe fact is that the opposition of high worth of personality to social efficiency is a product of a feudally organized society with its rigid division of inferiority and superiority. The latter is supposed to have time and opportunity to develop themselves as human beings; the former is confined to providing external products. When social efficiency as measured by product or output is urged as an ideal in a would-be democratic society, it means that the depreciatory estimate of the masses characteristic of an aristocratic community is accepted and carried over. But if democracy has a moral and ideal meaning, it is that a social return be demanded from all and that opportunity for the development of distinctive capacities be afforded all. The separation of the two aims in education is fatal to democracy; the adoption of the narrower meaning of efficiency deprives it of its essential justification.\n\nThe aim of efficiency (like any educational aim) must be included within the process of experience. When it is measured by tangible external products, and not by the achieving of a distinctively valuable experience, it becomes materialistic. Results in the way of commodities which may be the outgrowth of an efficient personality are, in the strictest sense, by-products of education: by-products which are inevitable and important, but nevertheless by-products. To set up an external aim strengthens by a reaction to the false conception of culture which identifies it with something purely \"inner.\" And the idea of perfecting an \"inner\" personality is a sure sign of social divisions. What is called inner is simply that which does not connect with others—which is not capable of free and full communication. What is termed spiritual culture has usually been futile, with something rotten about it, just because it has been conceived as a thing which a man might have internally—and therefore exclusively. What one is as a person is what one is as associated with others, in a free give and take of intercourse. This transcends both efficiencies which consist in supplying products to others and culture which is an exclusive refinement and polish.\n\nAny individual who has missed his calling, farmer, physician, teacher, or student, who does not find that the accomplishments of results of value to others is an accompaniment of a process of experience inherently worthwhile. Why then should it be thought that one must take his choice between sacrificing himself to do useful things for others, or sacrificing them to pursue his own exclusive ends, whether the saving of his own soul or the building of inner spiritual life and personality? What happens is that since neither of these things is persistently possible, we get a compromise and an alternation. One tries each course in turns. There is no greater tragedy than that so much of the professedly spiritual and religious thought of the world has emphasized the two ideals of self-sacrifice and spiritual self-perfecting instead of throwing its weight against this dualism of life. The dualism is too deeply established to be easily overthrown; for that reason, it is the particular task of education at the present time to struggle on behalf of an aim in which social efficiency and personal culture are synonyms instead of antagonists.', 'https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/#post-13643', 13643, 13637, '2023-04-24 09:32:50', 0, 0, 0, 0, 'public'),
(102, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/\">Natural Development and Social Efficiency as Aims</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'General or comprehensive aims are points of view for surveying the specific problems of education. Consequently, it is a test of the value of the manner in which any large end is stated to see if it will translate readily and consistently into the procedures which are suggested by another. We have applied this test to three general aims: Development according to nature, social efficiency, and culture or personal mental enrichment. In each case, we have seen that the aims when partially stated come into conflict with each other. The partial statement of natural development takes the primitive powers in an alleged spontaneous development as the end-all. From this point of view training which renders them useful to others is an abnormal constraint; one which profoundly modifies them through deliberate nurture is corrupting. \nBut when we recognize that natural activities mean native activities which develop only through the uses in which they are nurtured, the conflict disappears. Similarly, social efficiency which is defined in terms of rendering external service to others is of necessity opposed to the aim of enriching the meaning of experience, while a culture which is taken to consist in an internal refinement of a mind is opposed to a socialized disposition. But social efficiency as an educational purpose should mean the cultivation of power to join freely and fully in shared or common activities. This is impossible without culture, while it brings a reward in culture because one cannot share in intercourse with others without learning—without getting a broader point of view and perceiving things of which one would otherwise be ignorant. And there is perhaps no better definition of culture than that it is the capacity for constantly expanding the range and accuracy of one\'s perception of meanings.', 'https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/#post-13645', 13645, 13637, '2023-04-24 09:56:59', 0, 0, 0, 0, 'public'),
(103, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/ten-10-mistakes-to-avoid-as-a-21st-century-teacher/\">TEN (10) MISTAKES TO AVOID AS A 21ST CENTURY TEACHER !!!</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/educational-philosophy-forum/\">Educational Philosophy Forum</a>', '(1.) Don\'t send a learner away from your class during teaching and learning as a result of bad behavior. This is because you cannot account for what the student may be doing outside and this can count against you if an accident occurs.\n(2.) Don\'t touch a learner inordinately. This is because the learner might claim he or she was abused either sexually/physically.You may not be able to refute it.\n\n(3.) Don\'t give assignments you don\'t have time to mark. Unmarked assignments or home work indicate incompetence/unprofessionalism.\n\n(4.) Don\'t give emotional punishment to your learners. It reduces their chances of becoming better learners.\n\n(5.) Don\'t just teach within the period given to you, especially when you are preparing learners for external examinations. Do create more contact time for your learners.\n\n(6.) Don\'t stay with a learner alone in a class, laboratory, office etc. Child\'s protection policy forbids it. Try and avoid \"one corner\" teaching.\n\n(7.) Don\'t ask a child to kneel  for too long a time. He or she might have a health challenge you are not aware of.\n\n(8.) Don\'t conspire against your school head.What goes around, comes around.\n\n(9.) Don\'t be a difficult  educator and avoid transferred aggression on any learner. Pocket your personal challenges and always be full of life.\n\n(10.) Don\'t treat learners unequally. There should be nothing like favourite learner. Every child matters.\n\nManagement.\n\n&nbsp;\n\nCopied!', 'https://teachers.com.ng/forums/forum/topic/ten-10-mistakes-to-avoid-as-a-21st-century-teacher/', 13647, 13427, '2023-04-26 09:07:13', 0, 0, 0, 0, 'public'),
(104, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/interest-and-discipline/\">Interest and Discipline</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '. The Meaning of the Terms. We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on; one result is just as good as another since each is just something to look at. The latter is bound up with what is going on; its outcome makes a difference to him. His fortunes are more or less at stake in the issue of events. Consequently, he does whatever he can to influence the direction present occurrences take. One is like a man in a prison cell watching the rain out of the window; it is all the same to him. The other is like a man who has planned an outing for the next day which continuing rain will frustrate. He cannot, to be sure, by his present reactions affect tomorrow\'s weather, but he may take some steps which will influence future happenings if only to postpone the proposed picnic. If a man sees a carriage coming which may run over him, if he cannot stop its movement, he can at least get out of the way if he foresees the consequence in time. In many instances, he can intervene even more directly. The attitude of a participant in the course of affairs is thus a double one: there is solicitude, anxiety concerning future consequences, and a tendency to act to assure better and avert worse, consequences. There are words which denote this attitude: concern, interest. These words suggest that a person is bound up with the possibilities inhering in objects; that he is accordingly on the lookout for what they are likely to do to him; and that, on the basis of his expectation or foresight, he is eager to act so as to give things one turn rather than another. Interest and aims, concern and purpose, are necessarily connected. Such words as aim, intent, end, emphasize the results which are wanted and striven for; they take for granted the personal attitude of solicitude and attentive eagerness. Such words as interest, affection, concern, and motivation, emphasize the bearing of what is foreseen upon the individual\'s fortunes, and his active desire to act to secure a possible result. They take for granted the objective changes. But the difference is but one of emphasis; the meaning that is shaded in one set of words is illuminated in the other. What is anticipated is objective and impersonal; tomorrow\'s rain; the possibility of being run over. But for an active being, a being who partakes in the consequences instead of standing aloof from them, there is at the same time a personal response. The difference imaginatively foreseen makes a present difference, which finds expression in solicitude and effort. While such words as affection, concern, and motive indicate an attitude of personal preference, they are always attitudes toward objects—toward what is foreseen. We may call the phase of objective foresight intellectual, and the phase of personal concern emotional and volitional, but there is no separation in the facts of the situation.\n\nSuch a separation could exist only if personal attitudes ran their course in a world by themselves. But they are always responses to what is going on in the situation of which they are a part, and their successful or unsuccessful expression depends upon their interaction with other changes. Life activities flourish and fail only in connection with changes in the environment. They are literally bound up with these changes; our desires, emotions, and affections are but various ways in which our doings are tied up with the doings of things and persons about us. Instead of marking a purely personal or subjective realm, separated from the objective and impersonal, they indicate the non-existence of such a separate world. They afford convincing evidence that changes in things are not alien to the activities of a self and that the career and welfare of the self are bound up with the movement of persons and things. Interest, and concern, mean that self and world are engaged with each other in a developing situation.\n\nThe word interest, in its ordinary usage, expresses (i) the whole state of active development, (ii) the objective results that are foreseen and wanted, and (iii) the personal emotional inclination.\n\n(I) An occupation, employment, pursuit, or business is often referred to as an interest. Thus we say that a man\'s interest is politics, or journalism, or philanthropy, or archaeology, or collecting Japanese prints, or banking.\n\n(ii) By an interest we also mean the point at which an object touches or engages a man; the point where it influences him. In some legal transactions, a man has to prove \"interest\" in order to have a standing at court. He has to show that some proposed step concerns his affairs. A silent partner has an interest in a business, although he takes no active part in its conduct because its prosperity or decline affects his profits and liabilities.\n\n(iii) When we speak of a man as interested in this or that the emphasis falls directly upon his personal attitude. To be interested is to be absorbed in, wrapped up in, or carried away by, some object. To take an interest is to be on the alert, to care about, to be attentive. We say of an interested person both that he has lost himself in some affair and that he has found himself in it. Both terms express the engrossment of the self in an object.\n\nWhen the place of interest in education is spoken of in a depreciatory way, it will be found that the second of the meanings mentioned is first exaggerated and then isolated. Interest is merely the effect of an object upon personal advantage or disadvantage, success or failure. Separated from any objective development of affairs, these are reduced to mere personal states of pleasure or pain. Educationally, it then follows that to attach importance to interest means to attach some feature of seductiveness to material otherwise indifferent; to secure attention and effort by offering a bribe of pleasure. This procedure is properly stigmatized as \"soft\" pedagogy; as a \"soup-kitchen\" theory of education.\n\nBut the objection is based upon the fact—or assumption—that the forms of skill to be acquired and the subject matter to be appropriated have no interest on their own account: in other words, they are supposed to be irrelevant to the normal activities of the pupils. The remedy is not in finding fault with the doctrine of interest, any more than it is to search for some pleasant bait that may be hitched to the alien material. It is to discover objects and modes of action, which are connected with present powers. The function of this material in engaging activity and carrying it on consistently and continuously is its interest. If the material operates in this way, there is no call either to hunt for devices which will make it interesting or to appeal to the arbitrary, semi-coerced effort.\n\nThe word interest suggests, etymologically, what is between,—that which connects two things otherwise distant. In education, the distance covered may be looked at as temporal. The fact that a process takes time to mature is so obvious a fact that we rarely make it explicit. We overlook the fact that in growth there is ground to be covered between the initial stage of the process and the completing period; that there is something intervening. In learning, the present powers of the pupil are the initial stage; the aim of the teacher represents the remote limit. Between the two lies means—that is middle conditions:—acts to be performed; difficulties to be overcome; appliances to be used. Only through them, in the literal time sense, will the initial activities reach a satisfactory consummation.\n\nThese intermediate conditions are of interest precisely because the development of existing activities into the foreseen and desired end depends upon them. To mean for the achieving of present tendencies, to be \"between\" the agent and his end, to be of interest, are different names for the same thing. When material has to be made interesting, it signifies that as presented, it lacks connection with purposes and present power: or that if the connection be there, it is not perceived. To make it interesting by leading one to realize the connection that exists is simply good sense; to make it interesting by extraneous and artificial inducements deserves all the bad names which have been applied to the doctrine of interest in education.\n\nSo much for the meaning of the term interest. Now for that of discipline. Where an activity takes time, where many means and obstacles lie between its initiation and completion, deliberation and persistence are required. It is obvious that a very large part of the everyday meaning of will is precisely the deliberate or conscious disposition to persist and endure in a planned course of action in spite of difficulties and contrary solicitations. A man of strong will, in the widespread usage of the words, is a man who is neither fickle nor half-hearted in achieving chosen ends. His ability is executive; that is, he persistently and energetically strives to execute or carry out his aims. A weak will is unstable as water.', 'https://teachers.com.ng/forums/topic/interest-and-discipline/', 13658, 13250, '2023-05-07 11:48:18', 0, 0, 0, 0, 'public'),
(105, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/topic/interest-and-discipline/\">Interest and Discipline</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'Clearly, there are two factors in the will. One has to do with the foresight of results, the other with the depth of hold the foreseen outcome has upon the person.\n\n(I) Obstinacy is persistence but it is not the strength of volition. Obstinacy may be mere animal inertia and insensitiveness. A man keeps on doing a thing just because he has got started, not because of any clearly thought-out purpose. In fact, the obstinate man generally declines (although he may not be quite aware of his refusal) to make clear to himself what his proposed end is; he has a feeling that if he allowed himself to get a clear and full idea of it, it might not be worthwhile. Stubbornness shows itself even more in reluctance to criticize ends which present themselves than it does in persistence and energy in the use of means to achieve the end. The really executive man is a man who ponders his ends, who makes his ideas of the results of his actions as clear and full as possible. The people we called weak-willed or self-indulgent always deceive themselves as to the consequences of their acts. They pick out some feature which is agreeable and neglect all attendant circumstances. When they begin to act, the disagreeable results they ignored begin to show themselves. They are discouraged or complain of being thwarted in their good purpose by a hard fate, and shift to some other line of action. That the primary difference between strong and feeble volition is intellectual, consisting in the degree of persistent firmness and fullness with which consequences are thought out, cannot be over-emphasized.\n\n(ii) There is, of course, such a thing as a speculative tracing out of results. Ends are then foreseen, but they do not lay a deep hold of a person. They are something to look at and for curiosity to play with rather than something to achieve. There is no such thing as over-intellectuality, but there is such a thing as one-sided intellectuality. A person \"takes it out\" as we say in considering the consequences of proposed lines of action. A certain flabbiness of fibre prevents the contemplated object from gripping him and engaging him in action. And most persons are naturally diverted from a proposed course of action by unusual, unforeseen obstacles, or by the presentation of inducements to an action that is directly more agreeable.\n\nA person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline. Discipline means power at command; mastery of the resources available for carrying through the action undertaken. To know what one is to do and to move to do it promptly and by use of the requisite means is to be disciplined, whether we are thinking of an army or a mind. Discipline is positive. To cow the spirit, to subdue inclination, to compel obedience, to mortify the flesh, to make a subordinate perform an uncongenial task—these things are or are not disciplinary according as they do or do not tend to the development of power to recognize what one is about and to persistence in accomplishment.\n\nIt is hardly necessary to press the point that interest and discipline are connected, not opposed.\n\n(i) Even the more purely intellectual phase of trained power—apprehension of what one is doing as exhibited in consequences—is not possible without interest. Deliberation will be perfunctory and superficial where there is no interest. Parents and teachers often complain—and correctly—that children \"do not want to hear, or want to understand.\" Their minds are not upon the subject precisely because it does not touch them; it does not enter into their concerns. This is a state of things that needs to be remedied, but the remedy is not in the use of methods which increase indifference and aversion. Even punishing a child for inattention is one way of trying to make him realize that the matter is not a thing of complete unconcern; it is one way of arousing \"interest,\" or bringing about a sense of connection. In the long run, its value is measured by whether it supplies a mere physical excitation to act in the way desired by the adult or whether it leads the child \"to think\"—that is, to reflect upon his acts and impregnate them with aims.\n\n(ii) That interest is requisite for executive persistence is even more obvious. Employers do not advertise for workmen who are not interested in what they are doing. If one were engaging a lawyer or a doctor, it would never occur to one to reason that the person engaged would stick to his work more conscientiously if it was so uncongenial to him that he did it merely from a sense of obligation. Interest measures—or rather is—the depth of the grip which the foreseen end has upon one, moving one to act for its realization.', 'https://teachers.com.ng/forums/topic/interest-and-discipline/#post-13659', 13659, 13658, '2023-05-07 11:59:39', 0, 0, 0, 0, 'public'),
(106, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/topic/interest-and-discipline/\">Interest and Discipline</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '2. The Importance of the Idea of Interest in Education. Interest represents the moving force of objects—whether perceived or presented in imagination—in any experience having a purpose. In the concrete, the value of recognizing the dynamic place of interest in educative development is that it leads to considering individual children in their specific capabilities, needs, and preferences. One who recognizes the importance of interest will not assume that all minds work in the same way because they happen to have the same teacher and textbook. Attitudes and methods of approach and response vary with the specific appeal the same material makes, this appeal itself varies with differences of natural aptitude, of past experience, plan of life, and so on. But the facts of interest also supply considerations of general value to the philosophy of education.\n\nRightly understood, they put us on our guard against certain conceptions of mind and of subject matter which have had great vogue in philosophic thought in the past, and which exercise a serious hampering influence upon the conduct of instruction and discipline. Too frequently mind is set over the world of things and facts to be known; it is regarded as something existing in isolation, with mental states and operations that exist independently. Knowledge is then regarded as an external application of purely mental existences to the things to be known, or else as a result of the impressions that this outside subject matter makes on the mind, or as a combination of the two. Subject matter is then regarded as something complete in itself; it is just something to be learned or known, either by the voluntary application of the mind to it or through the impressions it makes on the mind.\n\nThe facts of interest show that these conceptions are mythical. Mind appears in experience as the ability to respond to present stimuli on the basis of anticipation of future possible consequences, and with a view to controlling the kind of consequences that are to take place. The things, the subject matter known, consist of whatever is recognized as having a bearing upon the anticipated course of events, whether assisting or retarding it. These statements are too formal to be very intelligible. An illustration may clear up their significance. You are engaged in a certain occupation, say writing with a typewriter. If you are an expert, your formed habits take care of the physical movements and leave your thoughts free to consider your topic. Suppose, however, you are not skilled, or that, even if you are, the machine does not work well.\n\nYou then have to use intelligence. You do not wish to strike the keys at random and let the consequences be what they may; you wish to record certain words in a given order so as to make sense. You attend to the keys, to what you have written, to your movements, to the ribbon or the mechanism of the machine. Your attention is not distributed indifferently and miscellaneously to any and every detail. It is centred upon whatever has a bearing upon the effective pursuit of your occupation. Your look is ahead, and you are concerned to note the existing facts because and in so far as they are factors in the achievement of the result intended. You have to find out what your resources are, what conditions are at command, and what the difficulties and obstacles are. This foresight and this survey with reference to what is foreseen constitute the mind. Action that does not involve such a forecast of results and such an examination of means and hindrances is either a matter of habit or else it is blind. In neither case is it intelligent? To be vague and uncertain as to what is intended and careless in observation of conditions of its realization is to be, in that degree, stupid or partially intelligent.\n\nIf we recur to the case where the mind is not concerned with the physical manipulation of the instruments but with what one intends to write, the case is the same. There is an activity in the process; one is taken up with the development of a theme. Unless one writes as a phonograph talks, this means intelligence; namely, alertness in foreseeing the various conclusions to which present data and considerations are tending, together with continually renewed observation and recollection to get hold of the subject matter which bears upon the conclusions to be reached. The whole attitude is one of concern with what is to be, and with what is so far as the latter enters into the movement toward the end. Leave out the direction which depends upon foresight of possible future results, and there is no intelligence in present behaviour. Let there be imaginative forecast but no attention to the conditions upon which its attainment depends, and there is self-deception or idle dreaming—abortive intelligence.\n\nIf this illustration is typical, the mind is not a name for something complete by itself; it is a name for a course of action in so far as that is intelligently directed; in so far, that is to say, as aims, ends, enter into it, with the selection of means to further the attainment of aims. Intelligence is not a peculiar possession which a person owns, but a person is intelligent in so far as the activities in which he plays a part have the qualities mentioned. Nor are the activities in which a person engages, whether intelligently or not, exclusive properties of himself; they are something in which he engages and partakes. Other things, the independent changes of other things and persons, cooperate and hinder. The individual\'s act may be initiated in a course of events, but the outcome depends upon the interaction of his response with energies supplied by other agencies. Conceive the mind as anything but one factor partaking along with others in the production of consequences, and it becomes meaningless.\n\nThe problem of instruction is thus that of finding material which will engage a person in specific activities having an aim or purpose of moment or interest to him and dealing with things not as gymnastic appliances but as conditions for the attainment of ends. The remedy for the evils attending the doctrine of formal discipline previously spoken of is not to be found by substituting a doctrine of specialized disciplines, but by reforming the notion of mind and its training. Discovery of typical modes of activity, whether play or useful occupations, in which individuals are concerned, in whose outcome they recognize they have something at stake, and which cannot be carried through without reflection and use of judgment to select material of observation and recollection, is the remedy. In short, the root of the error long prevalent in the conception of training of mind consists in leaving out of account movements of things to future results in which individual shares, and in the direction of which observation, imagination, and memory are enlisted. It consists in regarding the mind as complete in itself, ready to be directly applied to present material.\n\nIn historic practice, the error has been cut two ways. On one hand, it has screened and protected traditional studies and methods of teaching from intelligent criticism and needed revisions. To say that they are \"disciplinary\" has safeguarded them from all inquiries. It has not been enough to show that they were of no use in life or that they did not really contribute to the cultivation of the self. That they were \"disciplinary\" stifled every question, subdued every doubt, and removed the subject from the realm of rational discussion. By its nature, the allegation could not be checked up. Even when discipline did not accrue as a matter of fact, when the pupil even grew in laxity of application and lost the power of intelligent self-direction, the fault lay with him, not with the study or the methods of teaching. His failure was but proof that he needed more discipline, and thus afforded a reason for retaining the old methods.\n\nThe responsibility was transferred from the educator to the pupil because the material did not have to meet specific tests; it did not have to be shown that it fulfilled any particular need or served any specific end. It was designed to discipline in general, and if it failed, it was because the individual was unwilling to be disciplined. In the other direction, the tendency was towards a negative conception of discipline, instead of an identification of it with growth in constructive power of achievement. As we have already seen, will means an attitude toward the future, toward the production of possible consequences, an attitude involving an effort to foresee clearly and comprehensively the probable results of ways of acting, and an active identification with some anticipated consequences. Identification of will, or effort, with mere strain, results when a mind is set up, endowed with powers that are only to be applied to existing material.\n\nA person just either will or will not apply himself to the matter in hand. The more indifferent the subject matter, the less concern it has for the habits and preferences of the individual, the more demand there is for an effort to bring the mind to bear upon it—and hence the more discipline of the will. To attend to material because there is something to be done in which the person is concerned is not disciplinary in this view; not even if it results in a desirable increase of constructive power. Application just for the sake of application, for the sake of training, is alone disciplinary. This is more likely to occur if the subject matter presented is uncongenial, for then there is no motive (so it is supposed) except the acknowledgement of duty or the value of discipline. The logical result is expressed with literal truth in the words of an American humorist: \"It makes no difference what you teach a boy so long as he doesn\'t like it.\"\n\nThe counterpart of the isolation of the mind from activities dealing with objects to accomplish ends is the isolation of the subject matter to be learned. In the traditional schemes of education, subject matter means so much material to be studied. Various branches of study represent so many independent branches, each having its principles of arrangement complete within itself. History is one such group of facts; algebra another; geography another, and so on till we have run through the entire curriculum. Having a ready-made existence on their own account, their relation to the mind is exhausted in what they furnish it to acquire. This idea corresponds to the conventional practice in which the program of school work, for the day, month, and successive years, consists of \"studies\" all marked off from one another, and each is supposed to be complete by itself—for educational purposes at least.\n\nLater on a chapter is devoted to the special consideration of the meaning of the subject matter of instruction. At this point, we need only to say that, in contrast with the traditional theory, anything which intelligence studies represents things in the part they play in the carrying forward of active lines of interest. Just as one \"studies\" his typewriter as part of the operation of putting it to use to effect results, so with any fact or truth. It becomes an object of study—that is, of inquiry and reflection—when it figures as a factor to be reckoned with in the completion of a course of events in which one is engaged and by whose outcome one is affected. Numbers are not objects of study just because they are numbers already constituting a branch of learning called mathematics, but because they represent qualities and relations of the world in which our action goes on, because they are factors upon which the accomplishment of our purposes depends. As stated thus broadly, the formula may appear abstract. Translated into details, it means that the act of learning or studying is artificial and ineffective in the degree in which pupils are merely presented with a lesson to be learned. The study is effectual in the degree in which the pupil realizes the place of the numerical truth he is dealing with in carrying to fruition activities in which he is concerned. This connection of an object and a topic with the promotion of an activity having a purpose is the first and the last word of a genuine theory of interest in education.', 'https://teachers.com.ng/forums/topic/interest-and-discipline/#post-13660', 13660, 13658, '2023-05-07 14:47:27', 0, 0, 0, 0, 'public');
INSERT INTO `teac_bp_activity` (`id`, `user_id`, `component`, `type`, `action`, `content`, `primary_link`, `item_id`, `secondary_item_id`, `date_recorded`, `hide_sitewide`, `mptt_left`, `mptt_right`, `is_spam`, `privacy`) VALUES
(107, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/topic/interest-and-discipline/\">Interest and Discipline</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '3. Some Social Aspects of the Question. While the theoretical errors of which we have been speaking have their expressions in the conduct of schools, they are themselves the outcome of conditions of social life. A change confined to the theoretical conviction of educators will not remove the difficulties, though it should render more effective efforts to modify social conditions. Men\'s fundamental attitudes toward the world are fixed by the scope and qualities of the activities in which they partake. The idea of interest is exemplified in the artistic attitude. Art is neither merely internal nor merely external; merely mental nor merely physical. Like every mode of action, it brings about changes in the world. The changes made by some actions (those which by contrast may be called mechanical) are external; they are shifting things about. No ideal reward, no enrichment of emotion and intellect, accompanies them. Others contribute to the maintenance of life, and to its external adornment and display. Many of our existing social activities, industrial and political, fall in these two classes. Neither the people who engage in them nor those who are directly affected by them, are capable of full and free interest in their work. Because of the lack of any purpose in the work for the one doing it, or because of the restricted character of its aim, intelligence is not adequately engaged. The same conditions force many people back upon themselves. They take refuge in an inner play of sentiment and fancies. They are aesthetic but not artistic since their feelings and ideas are turned upon themselves, instead of being methods in acts which modify conditions. Their mental life is sentimental; an enjoyment of an inner landscape. Even the pursuit of science may become an asylum of refuge from the hard conditions of life—not a temporary retreat for the sake of recuperation and clarification in future dealings with the world. The very word art may become associated not with the specific transformation of things, making them more significant for the mind, but with stimulations of eccentric fancy and with emotional indulgences. The separation and mutual contempt of the \"practical\" man and the man of theory or culture, the divorce of fine and industrial arts, are indications of this situation. Thus interest and mind are either narrowed or else made perverse. Compare what was said in an earlier chapter about the one-sided meanings which have come to attach to the ideas of efficiency and of culture.\n\nThis state of affairs must exist so far as society is organized on a basis of division between labouring classes and leisure classes. The intelligence of those who do things becomes hard in the unremitting struggle with things; that of those freed from the discipline of occupation becomes luxurious and effeminate. Moreover, the majority of human beings still lack economic freedom. Their pursuits are fixed by accident and necessity of circumstance; they are not the normal expression of their own powers interacting with the needs and resources of the environment. Our economic conditions still relegate many men to a servile status. As a consequence, the intelligence of those in control of the practical situation is not liberal. Instead of playing freely upon the subjugation of the world for human ends, it is devoted to the manipulation of other men for ends that are non-human in so far as they are exclusive.\n\nThis state of affairs explains many things in our historic educational traditions. It throws light upon the clash of aims manifested in different portions of the school system; the narrowly utilitarian character of most elementary education, and the narrowly disciplinary or cultural character of most higher education. It accounts for the tendency to isolate intellectual matters till knowledge is scholastic, academic, and professionally technical, and for the widespread conviction that liberal education is opposed to the requirements of an education which shall count in the vocations of life. But it also helps define the peculiar problem of present education. The school cannot immediately escape from the ideals set by prior social conditions. But it should contribute through the type of intellectual and emotional disposition which it forms to the improvement of those conditions. And just here the true conceptions of interest and discipline are full of significance. Persons whose interests have been enlarged and intelligence trained by dealing with things and facts in active occupations having a purpose (whether in play or work) will be those most likely to escape the alternatives of academic and aloof knowledge and a hard, narrow, and merely \"practical\" practice. Organizing education so that natural active tendencies shall be fully enlisted in doing something while seeing to it that the doing requires observation, the acquisition of information, and the use of a constructive imagination, is what most needs to be done to improve social conditions. To oscillate between drill exercises that strive to attain efficiency in outward doing without the use of intelligence, and an accumulation of knowledge that is supposed to be an ultimate end in itself means that education accepts the present social conditions as final, and thereby takes upon itself the responsibility for perpetuating them. A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can only be accomplished piecemeal, a step at a time. But this is not a reason for nominally accepting one educational philosophy and accommodating ourselves in practice to another. It is a challenge to undertake the task of reorganization courageously and to keep at it persistently.', 'https://teachers.com.ng/forums/topic/interest-and-discipline/#post-13661', 13661, 13658, '2023-05-07 14:50:30', 0, 0, 0, 0, 'public'),
(108, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-importance-of-a-well-designed-lesson-plan/\">The Importance of A Well-Designed Lesson Plan</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/critical-pedagogy-forum/\">Critical Pedagogy Forum</a>', 'Reasons Why Effective Lesson Plan Is Important\nEffective lesson planning contributes a lot to successful learning outcomes for students in several ways. The following are ways in which well-designed lesson plans add value to the teaching and learning outcomes:\n\nWell-designed lesson plan helps students and teachers understand the goals of an instructional module\nIt allows the teacher to translate the curriculum into learning activities\nIt aligns the instructional materials with the assessment\nAligns the assessment with the learning goal\nA well-designed lesson plan helps assure that the needed instructional materials are available\nIt enables the teacher to thoughtfully address individual learning needs among students', 'https://teachers.com.ng/forums/topic/the-importance-of-a-well-designed-lesson-plan/', 13662, 13418, '2023-05-10 11:08:16', 0, 0, 0, 0, 'public'),
(109, 18, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/a-teacher-charged-to-court-for-beating-a-nine-years-old-pupil/\">A Teacher Charged to Court for Beating A Nine Years Old Pupil</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student named Oyinkansola Kayode.\r\n\r\n<img src=\"https://teachers.com.ng/wp-content/uploads/2023/05/teacher-beat-300x248.jpg\" alt=\"Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student\" width=\"235\" height=\"194\" />\r\n\r\nShe appears in front of Magistrate E. Kubenje on one count of assault.\r\n\r\nThe defendant committed the offence on March 28, 2023, according to police prosecutor Ajayi Kehinde, a deputy superintendent of police (SP).\r\n\r\nThe indictment said that Aderonke Makinde had assaulted a 9-year-old girl named Oyinkansola Kayode by caning her on March 28, 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the Lagos Magisterial District.\r\n\r\nThe charge read that Aderonke Makinde, on 28th March 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the <a href=\"https://ng.opera.news/tags/lagos-magisterial\">Lagos</a> Magisterial District had assaulted one Oyinkansola Kayode, 9-year-old by flogging her with a cane, an offence that contravenes Section 172 of the Criminal Law of Lagos State, 2015.\r\n\r\nThe teacher pleaded not guilty to the charge. The defendant was granted a bail in the sum of N50,000 with one surety.', 'https://teachers.com.ng/forums/topic/a-teacher-charged-to-court-for-beating-a-nine-years-old-pupil/', 13667, 13578, '2023-05-11 13:09:38', 0, 0, 0, 0, 'public'),
(110, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/obafemi-awolowo-rewarded-a-teacher-with-2-for-punishing-his-daughter/\">Obafemi Awolowo Rewarded A Teacher With £2 for Punishing His Daughter!</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/parents-teachers-forum/\">Parents Teachers Forum</a>', 'When Awolowo\'s daughter was punished by her senior prefect, she left Ekiti State for the state house at Ibadan since she was the daughter of the Premier. The second day the Premier was at the school assembly in the morning. The Principal and the teachers were apprehensive. Then, the Premier asked who it was who punished the daughter.\nThe senior prefect moved to the front after signifying with raising of her hand. Awo approached her shook her hand and gave her £2 after thanking her for the punishment. He was thereafter, escorted to his car and off he went to his office at Ibadan.\nThese were days when parents were parents.\nDerogatory but factual!\n\nTIME FOR SINCERE PROPER SELF REVALUATION:\n\nIn Nigeria, we are just a dishonest, unpatriotic and ungodly human beings on the path of self destruction .\n\n_A shame on our race._\n\nI totally agree with the following by Bar Ola Kunle Allison: who says\nReligion is not our albatross in Nigeria .\n\nIt has never been.\n\nWE ARE JUST A SICK INDIGENOUS PEOPLE BLAMING EVERYTHING _BUT OURSELVES._\n\nI just saw a short documentary on CNN about the Emirate of Dubai (an Islamic State) and her many disruptive and record-breaking technological/innovative strides, and my heart sank into despair .\n\nDubai is NOT a country . It is just one out of seven emirates that make up the UAE .\n\nAn Islamic country which declared independence from Great Britain in 1971 .\n\nYet, Dubai is the fastest growing Science and ICT hub in the world. Yes, you read that correctly; in the world!\n\nAs I watched the documentary and marveled at the unbelievable leaps in education, innovation and infrastructure achieved within 50years, I began to compare the emirate with our own Emirate of Sokoto and Emirate of Kano back home.\n\n<code></code><code>Folks, the difference is a universe apart.</code><code></code>\n\nDid you know that the Emirate of Dubai has singlehandedly launched 2 satellites into Space?\n\nDid you know that the last launched spacecraft had the innovative signature of a Dubai teenage girl on it?\n\nA teenager who dreams to be the first astronaut on Mars .\n\nDid you know that by 2020 the Dubai emirate launched its first Mars Exploration Spacecraft?\n\nDid you know that the Dubai emirate currently has the largest number of FOREIGN RESEARCH SCIENTISTS AND ICT EXPERTS IN THE WORLD?\n\nThis is a deeply culturally Islamic State prioritizing Science, Technology and Futurism.\n\nWhat then is different about their own practice of Islam and the ones we have here at home?\n\nWhat is different about their practice of Islam which encourages a teenage girl to aspire to Mars while emirates at home marry off under aged girls?\n\nWhat is different about their practice of Islam which prioritizes innovations and science , while even Churches back at home only prioritize buildings and tithing?\n\nGuys, religion is not Nigeria\'s albatross.\n\nAnyone who argues otherwise is thinking fallaciously. Nigeria is messed up because we have our own issues.\n\n_Our orientation, our mindset, our value-system, our sociocultural ethics, our ways are deeply_ ANTIPROGRESSIVE!\n\nI just saw men in Arabic gowns and women in Arabic purdah (the moderate ones) having a dialogue about championing the next frontiers in science and innovations.\n\nAny so-called Christian who defends the kind of Christianity we practice in this country is part of the problem.\n\nFor now, the Emirate of Dubai is the leader of the Arab World .\n\nA well deserved title.\n\n#truth is sacred\nSelah.\n\nPROFESSOR ISA HUSSAINI OF FACULTY OF PHARMACY UNIVERSITY OF MAIDUGURI WROTE :\n\n_The blame for what Nigeria has become falls on you and me. Not Buhari, not Jonathan, not Obasanjo and definitely not Abacha._\n\nOUR WICKEDNESS STINKS TO THE HEAVENS AS WE GO ABOUT OUR DAILY LIVES, PULLING DOWN EVERYONE AND EVERYTHING TO BECOME RICH.\n\nWe import substandard products, fake drugs and expired baby food unfit for human consumption and we have the nerve to complain about leadership?\n\nWe even steal from widows, orphans, weaklings and refugees. We take their food and sell it for profit. No conscience.\n\nNothing is sacred. No one is spared.\n\nWE BUILD SUBSTANDARD ROADS, SCHOOLS, HOUSES, HOSPITALS, ALL FOR PROFIT AT THE EXPENSE OF HUMAN LIFE;AN INVALUABLE ITEM WHICH ALL OUR PROFIT AND CONTRACT SUM CANNOT BUY.\n\nOne would think this behavior is reserved for urchins but it would surprise you that this is the character of many decent looking people who appear to be normal but are not any better than Boko Haram members.\n\n_They are church members, Muslims, husbands, wives and sadly youths_ .\n\nWE PERVERT JUSTICE AND PRETEND WE DO NOT KNOW RIGHT FROM WRONG JUST TO SERVE OUR SELFISH INTERESTS.\n\nSlave traders pale in comparison to what we do to ourselves.\n\nWE ARE WICKEDNESS PERSONIFIED.\n\nSo much hatred flows in our blood and we transfer it to our children. It\'s evident in what we say and do.\n\nWe have fasting and prayer sessions all year long, night vigils and deliverance when the actual problem is us .\n\nWE SIMPLY CANNOT LEARN TO LOVE OTHERS . IT IS ME, ME, ME. THAT IS ALL THAT EVER MATTERS. IT IS SICKENING.\n\nAnyone who cannot love has no business in Politics, Government Parastatals / Agency and in Nigeria.\n\nUntil we understand this, we will continue on this path of destruction .\n\nI can Change, You can Change, They can Change and We can Change by Sharing and Spreading this message....Change starts with Me....\n\nKeep Forwarding,\npls.', 'https://teachers.com.ng/forums/topic/obafemi-awolowo-rewarded-a-teacher-with-2-for-punishing-his-daughter/', 13682, 13680, '2023-05-21 19:56:22', 0, 0, 0, 0, 'public'),
(111, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/lagos-state-schools-holidays-left-in-3rd-term-school-calendar/\">Lagos State Schools\' Holidays Left in 3rd Term School Calendar</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'Good morning house\nHOLIDAYS LEFT IN 3RD TERM\n\n[LAGOS/NIGERIA]\n\nIn case you didn\'t catch up with slated public holidays in this 3rd term academic calendar\n\nHere they are below\n\n&#x1f3a4; Children\'s Day.... Saturday 27th of May\n&#x1f3a4; Handing over of power to leaders elect..... Monday 29th of May\n&#x1f3a4; Midterm break..... Mon 5th - Fri 9th of June\n&#x1f3a4; Democracy Day..... Monday 12th of June\n&#x1f3a4; Eid-el Kabir (ileya)..... Thur 29th - Fri 30th of June\n&#x1f3a4; Closing date for 3rd term..... Friday 21st of July\n&#x1f3a4; Resumption for New Session..... tentatively Monday 11th of September\n\nHope this is still useful to someone.\n\n𝓣𝓱𝓪𝓷𝓴𝓼.&#x270d;&#xfe0f;®', 'https://teachers.com.ng/forums/topic/lagos-state-schools-holidays-left-in-3rd-term-school-calendar/', 13683, 13578, '2023-05-21 20:13:42', 0, 0, 0, 0, 'public'),
(112, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/100-questions-and-answers-on-public-service-rules/\">100 Questions and Answers on Public Service Rules</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/job-forum/\">Job Forum</a>', 'PUBLIC SERVICE RULES.\nQUESTIONS AND ANSWERS\n\n1.____ is the absence of an officer from duty for a period specified in PSR 100203\nA. Leave of absence\nB. Pre-retirement leave\nC. Study leave\nD. Annual leave\nAnswer: D\n\n2. In Rule 100102 ____ is a place where an officer could be reached during his/her leave period\nA. Annual leave\nB. Sick leave\nC. Leave year\nD. Leave address Answer: D\n\n3. ___ shall be paid to staff not occupying government quarters in lump sumat the beginning of the year?\nA. Utilities allowance\nB. Rent subsidy\nC. Hazard allowance\nD. Acting allowance\nAnswer: B\n\n4. PSR. 020209, all officers are ensures to sign ____ on security Form 1\nA. Appointment letter\nB. Letter of accommodation\nC. Oath of secrecy\nD. Internal memo\nAnswer: C\n\n5. ____is the permanent release of an officer from one scheduled service to another or from one class to another within the same service? (P.S.R. 020501)\nA. Transfer\nB. Re-arrangement\nC. Business trip\nD. Holiday\nAnswer: A\n\n6. According to P.S.R. 030301 ____ is defined as a specific at wrong-doing or improper behaviour which is inimical to the image of the service which can be investigated and proved, it can also lead to termination and retirement?\nA. Inefficiency\nB. Misconduct\nC. Offence\nD. Retirement\nAnswer: B\n\n7. All are types of misconduct except\nA. Unruly behaviour\nB. Foul language\nC. Murder\nD. Negligence\nAnswer: C\n\n8. ____ is predetermined amount added to the annual emolument of an officer every calendar year\nA. Annual salary\nB. Yearly emolument\nC. Increments\nD. Increments\nAnswer: C\n\n9. Based on P.S.R. 060205 time holding confirmation examination shall be\nA. Held once in a year in the last quarter of every year\nB. Twice in a year 2nd and 3rd quarter of every year\nC. Once in a year in the first quarter of every year\nD. Twice in a year, 1st and 2nd quarter of every year.\nAnswer: A\n\n10. The following are the prescribed examination for executive officers (P.S.R 060302)\nA. Public Service Rule and Financial Regulation B. Public Administration and Financial Regulation\nC. Financial Regulation and Civil Service Regulations\nD. Financial Regulations and Code of Conducts\nAnswer: A\n\n11. The following persons except, when travelling by air, and land or sea at government expenses will be eligible for free insurance cover to concerned (P.S.R. 080203)\nA. Staff\nB. Domestic Worker\nC. Wife and Child\nD. Child and Staff Answer: C\n\n12. Base on P.S.R. 10024, all except one are types of study leave\nA. In-service training\nB. Studying leave with pay\nC. Studying leave without pay\nD. Studying leave for retirement\nAnswer: D\n\n13. In P.S.R. 130121, the circumstances in which officers can work overtime are as follows except?\nA. Rain falls\nB. Snow covered the road\nC. Birthday ceremony’s days\nD. Holidays falls\nAnswer: D\n\n14. In P.S.R. 13021, the circumstance in which officers can work overtime are as follows except?\nA. Officers attached to top management /officials\nB. On special assignment, eg. Conference, Committee\nC. Period of closing annual account\nD. Period during annual leave\nAnswer: D\n\n15. In P.S.R. 160102, One of these is classified in to the categories of parastatals\nA. Security Agencies\nB. Medical Practitioners C. Ministry of justice\nD. Teaching and non teaching staffs\nAnswer: A\n\n16. According to P.S.R. 160102, A ____ is a government owned organization established by statue to render specified service(s) of the public?\nA. Ministries\nB. Financial institutions\nC. Parastatals\nD. Delegated legislature Answer: C\n\n17. ____ is a body or organ which enjoys continuity of existence, essentially covers ministries and extra- ministerial offices.\nA. Organization of African Unity (OAU)\nB. World Health Organization (WHO)\nC. Civil Service\nD. Military\nAnswer: C\n\n18. With the provision of P.S.R. 020106 seniority in any department shall be determined by the?\nA. Entry date/the assumption of duty certified by authority in appropriate register\nB. Date of re-instatement\nC. Date of re-engagement\nD. Date of promotion Answer: A\n\n19. In P.S.R 020202- Direct appointment to the Federal Public Service may be in the following categories except?\nA. As trainee or pupils\nB. On probation in a pensionable post\nC. On contract appointment\nD. Acting appointment Answer: C\n\n20. Under which provision of P.S.R. states that no fine shall be imposed on any officer as a punishment for an offence committed in the course of his/her duties\nA. 021210\nB. 030309\nC. 030314\nD. 020200\nAnswer: B\n\n21. According to P.S.R. 030421- part 1, paragraph A., officer can act as the editor or take part directly or indirectly in the management of or in anyway make financial contribution to the following except?\nA. Department or staff magazine\nB. National Newspaper C. Professional journal D. Publication of voluntary organization\nAnswer: B\n\n22. Under which provision of P.S.R. states that no officer shall undertake any private agency in any matter connected with the exercise of his/her duties\nA. 020100\nB. 010203\nC. 020101\nD. 030430\nAnswer: B\n\n23. P.S.R. 030434 states; in other to improve public service management, and enhance accountability and transparency, no officer shall received\nA. Leave allowance\nB. Any bribe or engaged in corrupt practices\nC. Gratification\nD. Mobilization fees\nAnswer: B\n\n24. According to P.S.R. 040203- the increment date of an officer appointed or promoted to post in the Federal Public Service shall be _____ following at least six months of service on promotion?\nA. Date of last promotion\nB. Date of entry into the service\nC. 31st December of the year\nD. 1st January of the year Answer: D\n\n25. In P.S.R. 050201- Progress report are to provide one of the following in respect of office on probation or initial contract ____ on which to judge his/her suitability for confirm.\nA.Conduct and Capabilities\nB. Date of retirement\nC. Administration of Oath of secrecy\nD. Declaration to the code of conduct bureau\nAnswer: A\n\n26. Under which provision of P.S.R. States that public officer is not prohibited form holding shares of public and private companies operating in Nigeria or abroad?\nA. PSR 030423\nB. PSR 030425\nC. PSR 030424\nD. PSR 030422\nAnswer: C\n\n27. What is the full meaning of A.P.E.R\nA. Annual Pay Emolument of Rent\nB. Annual Pay Emolument of Report\nC. Annual Performance of Examination Report\nD. Annual Performance evaluation Report Answer: D\n\n28. Which section according to P.S.R. States when an officer supposed to get an increment on salary?\nA. PSR 020407\nB. PSR 020408\nC. PSR 020409\nD. PSR 020410\nAnswer: D\n\n29. Section 020501 of P.S.R. defines\nA. Promotion\nB. Transfer\nC. Dismissal\nD. Leave\nAnswer: D\n\n30. What sort of promotion is given to an officer who has completed the probation period specified in P. S.R. 020301\nA. Senior promotion\nB. Normal promotion\nC. Notional promotion D. Abnormal promotion Answer: C\n\n31. Which rule of P.S.R. defined termination\nA. 020801\nB. 020802\nC. 020803\nD. 020804\nAnswer: C\n\n32. According to P.S.R. 020810- compulsory retirement age of all grades in the services are:\nA. 60 years or 35 years of pensionable services\nB. 35 years or 60 years of pensionable services\nC. 15 years of pensionable services\nD. 60 years or 10 years of pensionable services\nAnswer: A\n\n33. According to P.S.R. 020903, the main purpose of certificate of service is that it may be used as\nA. Reference when seeking other employment\nB. Record keeping\nC. For retirement purpose D. For insurance entitlement\nAnswer: A\n\n34. Which form can be used for certificate of service for level 07 and above according to P.S. R. 020904\nA. Gen 60\nB. Gen 58\nC. Gen 62\nD. Gen 50\nAnswer: B\n\n35. When travelling on duty away from duty post, the person engaged shall be entitle to\nA. Pension allowance\nB. Duty tour allowance\nC. Travelling allowance D. Welfare allowance\nAnswer: C\n\n36. Which P.S.R. define general efficiency\nA. 030101\nB. 030102\nC. 030201\nD. 030202\nAnswer: C\n\n37. No female public service shall be entitle to resign her appointment or retire by reason of pregnancy alone, under which section of P.S.R. this can be found\nA. P.S.R 030205\nB. P.S.R 030204\nC. P.S.R 030203\nD. P.S.R 030202\nAnswer: B\n\n38. Below are the scandals conduct that constitute misconduct P.S.R 030301 except\nA. Drunkenness\nB. Malingering\nC. Sick\nD. Dishonesty\nAnswer: C\n\n39. P.S.R. 030401 defines ____ as a specific act of very serious wrong-doing and improper behaviour which inimical to the image of the service and which can be investigated and if proven may lead to dismissal\nA. Misconduct\nB. Gross misconduct\nC. Serious misconduct D. Minor misconduct Answer: C\n\n40. Which P.S.R. mentioned an act of serious misconduct\nA. 030401\nB. 030404\nC. 030402\nD. 030403\nAnswer: B\n\n41. According to P.S.R. 030412, which punishment should be award to any officer who absence from duty without leave\nA. Reduction in rank\nB. Dismissal\nC. Deserter\nD. Major entry\nAnswer: B\n\n42. Any officer who want to seek elective public office shall resign his/her appointment forthwith, under which P.S.R...?\nA. 030424\nB. 030422\nC. 030423\nD. 030425\nAnswer: D\n\n43. A public officer cannot be directors in private companies, he/she can hold shares or be a director in under which P.S.R.\nA. 030421\nB. 030422\nC. 030423\nD. 030424\nAnswer: D\n\n44. Which P.S.R. emphasis on prohibition of bribery and corruption A. 030434\nB. 030435\nC. 030431\nD. 030433\nAnswer: B\n\n45. When is officer supposed to expect increment payment after promotion P.S.R. 040203\nA. After a year\nB. 1st January of the year C. Before the runs out\nD. Immediately after promotion\nAnswer: B\n\n46. Increment is a predetermined amount added to the annual emolument of an officer every calendar year which P.S.R. code?\nA. 040204\nB. 040203\nC. 040202\nD. 040201\nAnswer: D\n\n47. Failure to pass confirmation examination after three consecutive attempts is liable to ____ P.S.R. 060203\nA. Dismissal\nB. Retired\nC. Resign\nD. Reduction in rank\nAnswer: C\n\n48. All the below are under P.S.R. 070101 except\nA. Health care provider\nB. Hospital\nC. Medical officer\nD. Drugs\nAnswer: D\n\n49. Below are medical documents to be treated as confidential in P.S.R. 070103 except\nA. Medical certificate\nB. Dental treatment records\nC. Drug prescription\nD. Reports of medical boards\nAnswer: C\n\n50. Which section of P.S.R. describes NHIS\nA. 070202\nB. 070203\nC. 070201\nD. 070204\nAnswer: C\n\n51. Below are the documents to provide when any officer have been prolonged absence from duty on the ground of illness except:\nA. Excuse duty certificate B. Medical bills\nC. Light duty certificate\nD. Medical certificate\nAnswer: B\n\n52. The maximum aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve months as contain in P.S.R. 070316 is\nA. 21 calendar days\nB. 42 calendar days\nC. 60 calendar days\nD. 14 calendar days\nAnswer: B\n\n53. Which section of P.S.R. discuss the death while in service?\nA. 080101\nB. 080201\nC. 080202\nD. 080203\nAnswer: B\n\n54. ___ is a formal appeal to estimate authority, that is, to the head of government for special consideration of matter affecting an officer personally. It must be distinguished from a letter of representation addressed to an appropriate senior officer of government in the normal way\nA. Charge sheet\nB. Report\nC. Petition\nD. Amendment of law\nAnswer: C\n\n55. An officer’s increment is deferred when the decision as to whether or not if it shall be granted is postponed for a specific period called\nA. Deferred increment B. Public property\nC. Pay well job\nD. Sabotage\nAnswer: A\n\n56. An officer’s increment withheld when it is decided not to grant it and that held shall cease to be eligible thereof until next increment date is called\nA. Deferred increment\nB. Withheld increment C. Penalty imposes\nD. Accounting\nAnswer: B\n\n57. A staff that ranks as such for the purpose of pension in accordance with the pension reform Act 2004 is called\nA. Officer\nB. Staff\nC. Expatriate officer\nD. Account\nAnswer: C\n\n58. The ground for withholding or deferring increment can be found in P.S.R code?\nA. 040204\nB. 040420\nC. 020404\nD. 022004\nAnswer: C\n\n59. The series of omission or incompetence the cumulative effect of which shows that the officer is not capable of discharging efficiently can be found under which P.S.R. code?\nA. 020301\nB. 010203\nC. 030201\nD. 020301\nAnswer: C\n\n60. Before proceeding for the removal of an officer for general inefficiency maybe commenced he/she must have been three occasion committed under?\nA. P.S.R. 030203\nB. P.S.R. 010202\nC. P.S.R. 030302\nD. P.S.R. 020303\nAnswer: A\n\n61. This is to enable officers pay lodging and feeding expenses during official tours approved by the official authority is called\nA. Duty tour allowance\nB. Tour allowance duty\nC. Allowance duty tour\nD. Allowance duty expenses\nAnswer: A\n\n62. Twelve weeks maternity leave of a woman staff pregnant entitle to 16 weeks maternity leave and not less than weeks from expected date of delivery with full salary P.S.R. code?\nA. P.S.R. 200216\nB. P.S.R. 200316\nC. P.S.R. 100218\nD. P.S.R. 300216\nAnswer: C\n\n63. The aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve month shall be given forty-two calendar days which of the P.S.R. code?A. 062231\nB. 100218\nC. 200218\nD. 100318\nAnswer: B\n\n64. This is the additional time spent outside the approved time of work called\nA. Under time allowance B. Under time gift\nC. Over time allowance\nD. Over time gift\nAnswer: C\n\n65. The hotel accommodation allowance for officer newly appointed shall be eligible for hotel accommodation for 28 days in lieu of hotel accommodation in which P.S.R. code?\nA. 501301\nB. 105130\nC. 130105\nD. 135010\nAnswer: A\n\n66. Officer permitted to attend a course of instruction will refund to government all expenses connected therewith, under which P.S.R. code?A. 120301\nB. 301120\nC. 120031\nD. 201301\nAnswer: A\n\n67. The officer required to give three (3) months notice to retire from service before the effective date if retirement is known as\nA. Casual leave\nB. Sick leave\nC. Terminal leave\nD. Sport leave\nAnswer: C\n\n68. The absence of an officer on grade level 15 or equivalent and above from duty for the purpose of research either within or outside Nigeria is called\nA. Sick leave\nB. Relieved leave\nC. Sabbatical leave\nD. Study leave\nAnswer: C\n\n69. Study leave is the leave granted to a confirmed serving officer to undertake an approved course of study within or outside the country under which P.S.R. code?\nA. 228100\nB. 232100\nC. 100223\nD. 310022\nAnswer: B\n\n70. The condition under approval of study without pay can be found under which P.S.R. code\nA. 228100\nB. 100228\nC. 202288\nD. 101022\nAnswer: B\n\n71. Study leave with pay shall be granted to an officer with normal emolument and allowance shall not exceed two year under which P.S.R. code?\nA. 100226\nB. 226100\nC. 100622\nD. 610021\nAnswer: A\n\n72. The authorized absence of an officer from duty specific period is known as\nA. Tax\nB. Transfer\nC. Leave\nD. Relocate\nAnswer: C\n\n73. Below are the definition of transfer except (P.S.R. 130133)\nA. Transfer from station to another during a tour of service\nB. Transfer from one station to another on return from leave\nC. Transfer or secondment from the services of another government in the federation\nD. Removed from one section to another Answer: D\n\n74. A place where an officer could be reached during his/her leave period is called\nA. Market address\nB. House address\nC. Leave address\nD. Hospital address\nAnswer: C\n\n75. Any leave due to an officer in a year for the service rendered to government is called\nA. Earned leave\nB. Account leave\nC. Tax leave\nD. Revenue leave\nAnswer: A\n\n76. The resumption expired date of duty can be found under which P.S.R. code?\nA. 105100\nB. 100105\nC. 501100\nD. 500100\nAnswer: B\n\n77. The authorized absence of the an officer from duty for specific period under which P.S.R. code?\nA. 101100\nB. 100101\nC. 002311\nD. 100201\nAnswer: B\n\n78. Below are circumstance in which officers can work overtime P.R.S 130121 except\nA. On special assignment\nB. Period of budgetary preparation\nC. Period of closing of annual account\nD. When your relieve is not around.\nAnswer: B\n\n79. Form Gen. 60 is a staff record form according to which P.S.R code?\nA. 020208\nB. 200208\nC. 208200\nD. 802001\nAnswer: A\n\n80. The ways of communication in civil service is\nA. By handing over note\nB. Movement\nC. Sender\nD. Non of the above\nAnswer: A\n\n81. The summary of important subject matters attention is called\nA. Account\nB. Briefs\nC. Data\nD. Subject\nAnswer: B\n\n82. A statement of facts which can be issued to send ideas, findings and recommendation after investigations of a specific assignment called\nA. Briefs\nB. Report\nC. Circular\nD. Letter\nAnswer: B\n\n83. The two critical areas used in APPEAR forms is called\nA. Excellent and good\nB. Excellent and fair\nC. Excellent and bad\nD. Good and bad\nAnswer: A\n\n84. A set of write up that serves as an instrument notes for an officer to comply with them performing his/her official duty is called?\nA. Notes for guidance\nB. Treasure\nC. Contract\nD. Register\nAnswer: A\n\n85. An officer who has passed the compulsory examination for confirmation in the service shall be eligible for promotion under which P.S.R. code?\nA. 020707\nB. 203001\nC. 34101\nD. 010700\nAnswer: A\n\n86. All officers appointed to the foreign service in whatever branch or grade are eligible for service abroad is stated under which P.R.S. code?\nA. 020707\nB. 203001\nC. 340101\nD. 020700\nAnswer: A\n\n87. Identity of petition includes the following except\nA. Full name\nB. Staff number\nC. Signature and address\nD. Pay slip\nAnswer: D\n\n88. Petition can be disqualified, if it contain the below quality according to rule 090208 except\nA. Is illegal or meaningless\nB. Does not comply with rule 090201\nC. Must be abusive\nD. Deals with a case in which legal action is pending in a court of law Answer: C\n\n89. The absence of an officer from duty for period specified in rule 100203 as may authorized by a superior officer according to rule 100202 is called\nA. Sick leave\nB. Maternity leave\nC. Annual leave\nD. Casual leave\nAnswer: C\n\n90. When will an officer qualified to take another annual leave after the previous one as contain in the PSR 100203\nA. Six months\nB. A year\nC. Three months\nD. None months\nAnswer: D\n\n91. _______ is a vacation granted to a new or retiring officer in proportion to the number of days he/she has put into the services PSR 100211\nA. Annual leave\nB. Study leave with pay\nC. Pre-retirement leave\nD. Proportionate leave Answer: D\n\n92. ____ is the absence of an officer from duty for a short period not exceeding an aggregate of seven (7) Calendar days within a leave year as may be authorized b y a superior officer PSR 100214\nA. Deferred leave\nB. Casual leave\nC. Maternity leave\nD. Sabbatical leave Answer: C\n\n93. Types of study leaves as contain in PSR 100224 are as follows except\nA. In-service training\nB. Study leave with pay\nC. Out-service training\nD. Study leave without pay\nAnswer: D\n\n94. Below are occasion when officer shall be eligible for appropriate estacode allowance at the prevailing rates PSR 120101\nA. To undertake special duty abroad\nB. To discharge official duties during vacation leave abroad\nC. To undertake annual leave abroad\nD. To undertake course of instruction abroad Answer: C\n\n95. Who give approval to the overseas duty tour by public servants and extacode allowance PSR 120102\nA. Accountant General of the Federation\nB. Auditor general of the Federation\nC. Head of the civil service\nD. Head of the chief of Army/Police\nAnswer: D\n\n96. ____ is a monetary benefits other than salary granted to an officer for a special purpose PSR 130101\nA. Allowance\nB. Promotion areas\nC. Duty tour allowance\nD. Welfare allowance Answer: A\n\n97. ____ is granted enable pay lodging and feeding expenses during official tours duly approved by the official authority PSR 130106\nA. Estacode allowance\nB. Duty tour allowance\nC. Kilometer allowance D. Hotel allowance Answer: B\n\n98. ____ is a course which an officer takes locally in Nigeria but outside his/her station PSR 130113\nA. Orientation course\nB. Human right course\nC. Local course\nD. Promotion course Answer: C\n\n99. Forms of award in PSR 150104 includes the following except\nA. Certificate\nB. Medals\nC. Shaking hands\nD. Cash/gift\nAnswer: C\n\n100. _____ is a government –owned organized establish by statute to render specified services (s) to the public PSR 160101\nA. Parastata\nB. Allowance\nC. Service\nD. Award\nAnswer: A\n\nTake note of question 92, the correct answer is casual leave as against the maternity leave picked\n: for those that will be sitting for combined exams soon', 'https://teachers.com.ng/forums/topic/100-questions-and-answers-on-public-service-rules/', 13686, 13380, '2023-05-23 10:45:36', 0, 0, 0, 0, 'public'),
(113, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/muric-supports-minister-adamu-on-removing-sex-education-from-education-curriculu/\">MURIC SUPPORTS MINISTER ADAMU ON REMOVING SEX EDUCATION FROM EDUCATION CURRICULU</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', '&lt;h2 style=\"text-align: center;\"&gt;REMOVAL OF SEX EDUCATION FROM THE BASIC EDUCATION CURRICULUM (BEC)&lt;/h2&gt;\nThe Muslim Rights Concern (MURIC) has joined other well-meaning Nigerians in support of the Federal Government of Nigeria for the removal of Sex Education from the Basic Education Curriculum (BEC).\n\nThis was contained in a statement signed and released on Thursday, 25th May 2023, by the Chairman of, the Kano State chapter of the Muslim Rights advocacy group, Malam Hassan Sani Indabawa.\n\nMr Indabawa said:\n\n“We observe with dismay the orchestrated attack and media campaign against the Honourable Minister of Education, Malam Adamu Adamu, on the directive he issued to the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC) to review and expunge all materials related to Sex Education from the nation’s Basic Education Curriculum (BEC).\n\n“Although the pronouncement was made in November 2022, yet the proponents of Comprehensive Sexuality Education (CES) are yet to down their tools of deliberate misinformation and smear campaign against the Minister.\n\n“It is very sad to observe that some Civil Society Organizations (CSOs), Non-governmental Organizations (NGOs), individuals and other professionals are being used to pressure Malam Adamu to rescind the directive he had earlier issued concerning the review and removal of all lewd and pernicious sexual contents from teaching materials of the country’s basic education curriculum.\n\n“Most surprising is that even some critics of the Minister’s position recognized the fact that the contents of sex education curriculum are perverse, such that observing them may cause greater danger and risks to pupils by exposing them to immorality at a tender age.\n\n“We, therefore, recall with pleasure, how the Minister, in his keynote address at the 66th National Council on Education (NCE) meeting held in Abuja, on Thursday, November 3rd, 2022, directed the Nigerian Educational Research and Development Council (NERDC) to “quickly” review the curriculum and expunge any sexual education content from the curriculum being used in schools in Nigeria.\n\n“However, in a swift reaction, some CSOs criticized the move by the Minister, rejecting and expressing disappointment over the directives by Malam Adamu, to the Nigerian Educational Research and Development Council (NERDC).\n\n“We, on our part, have similarly made it bold and clear that Nigerians of all faiths and cultures reject the teaching of Comprehensive Sexuality Education (CSE), developed by the United Nations Population Fund (UNFPA) and partners for worldwide use to promote promiscuity, fornication and homosexuality. All these contradict our faith, culture and values.\n\n“Our children don’t need sex education, what they need is chastity education. They need to learn how to say no and why it is in their best interest – physically, emotionally and spiritually.\n\n“What the proponents of CSE are pushing undermines the religious faith of many students. Muslims and Christian students, who have been taught by their parents that premarital sex, birth control, abortion and homosexuality are wrong, are instead taught strange knowledge that contradicts their beliefs.\n\n“We, therefore, salute the courage of the Honorable Minister and charge the Executive Secretary of the NERDC to expedite action by swiftly removing the entire sex education from the nation’s education system.\n\n“We also recognize the support and solidarity of some organizations for identifying with the Federal Government of Nigeria\'s position on removing sex education from the basic education curriculum. Some organizations like the Association of Christian Schools in Nigeria, (ACSN), the Concerned Mothers Association (CMA), Pen Publishers and the Muslim Students Society of Nigeria (MSSN) “B” Zone, all deserve special mention for their consistent opposition to CSE in our education system.\n\n“Lastly, we call on all other well-meaning Nigerians to support and encourage the Federal Ministry of Education on this and to ensure that NERDC does the needful by promptly removing the entire sex education curriculum as directed by the Minister from the country’s education system.\n\n“We believe that the global advocacy for sexual and reproductive health education is nothing but a grand design to destroy every fabric of our family value system, decency and modesty that is natural and appropriate in human beings.”\n\nMalam Hassan Sani Indabawa,\nChairman,\nMuslim Rights Concern (MURIC)\nKano State Chapter', 'https://teachers.com.ng/forums/topic/muric-supports-minister-adamu-on-removing-sex-education-from-education-curriculu/', 13687, 13578, '2023-05-26 09:09:13', 0, 0, 0, 0, 'public'),
(114, 18, 'friends', 'friendship_created', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> and <a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> are now friends', '', 'https://teachers.com.ng/members/ayinla/', 11, 19, '2023-05-26 10:43:42', 0, 0, 0, 0, 'public'),
(115, 16, 'friends', 'friendship_created', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> and <a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> are now friends', '', 'https://teachers.com.ng/members/ayinla/', 18, 19, '2023-05-26 10:43:53', 0, 0, 0, 0, 'public'),
(116, 21, 'friends', 'friendship_created', '<a href=\"https://teachers.com.ng/members/tijani/\">Tijani Salam</a> and <a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> are now friends', '', 'https://teachers.com.ng/members/ayinla/', 6, 19, '2023-05-26 10:44:05', 0, 0, 0, 0, 'public');
INSERT INTO `teac_bp_activity` (`id`, `user_id`, `component`, `type`, `action`, `content`, `primary_link`, `item_id`, `secondary_item_id`, `date_recorded`, `hide_sitewide`, `mptt_left`, `mptt_right`, `is_spam`, `privacy`) VALUES
(117, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/nigerian-government-bans-children-below-11-years-from-common-entrance-exams/\">Nigerian Government Bans Children Below 11 Years From Common Entrance Exams</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/politics/\">education and Politics Forum</a>', 'BREAKING: FG Bans Children Below 11 Years From Participating In Common Entrance Exams\nThe Federal Government has banned underage children from participating in the National Common Entrance Examination for admission into the Unity Schools across the country.\n\nIt also directed the National Examination Council (NECO) to put strict measures in place to prevent the underage persons from registering for the examination, including making birth certificate compulsory as registration requirement.\n\nPermanent Secretary, Federal Ministry of Education, Mr David Andrew Adejo, gave the directive on Saturday in Abuja while monitoring the conduct of the 2023 Common Entrance Examination into the 110 Federal Government Colleges across the Federation.\n\nDuring the monitoring exercise, the Permanent Secretary stated that a total of 72,821 candidates sat for the examination nationwide.\n\nAdejo noted that to get into secondary, a candidate should be at least 12 years, adding that one could be eleven plus during the examination and by September, such a person would have attained the age of 12 years.\n\nAfter monitoring the exercise at the Federal Government Girls College, Bwari, and Government Day Secondary School, Bwari, he expressed unhappiness over the underage persons taking the examination.\n\nHe insisted that less than eleven years was unacceptable, disclosing that Airforce School, among others do not accept candidates less than twelve years for admission into their schools.\n\n“This year, I have advice for parents and I beg you, take this advice to any single home you know. We are killing our children by allowing underage children to write the Common Entrance Examination.\n\n“I saw children that I know that are not up to 10, and three of them accepted that they are nine years old. We are doing many things; one, we are teaching the children the wrong values. Education is not about passing exams. Education is teaching, learning and character formation\n\n“I beg the parents, let these children do the exams when they should. We don’t get value by pushing your child too far. Most of the times if a child starts too early, he or she will have problems later in life.\n\n“Education is designed in such a way that at any particular stage in life, there are messages your brain can take and understand and be able to use. We are moving from education that is reliant on reading textbooks and passing exams.\n\n“We are getting to a stage where education is what can you use your knowledge to do for the society. You put a small child to go through all the rigours, by the time he finishes secondary, getting to University becomes a problem. I had that experience with a friend. Till date that friend did not get into a University, simply because he was put into school earlier than age that he was supposed to be put into school.\n\n“Let our children get to appropriate age before writing this exam and we are going to make sure NECO put in place appropriate checks. We didn’t want to get to where we will say bring birth certificate but that is the stage we are going to now. In registering also upload the child’s birth certificate, so that at our own end, we are able to cut some of these things,” he said.\n\nThe Permanent Secretary also noted that the efforts of the Federal Government and other stakeholders in encouraging girls education is yielding fruit, saying the number of girls that registered for the Common Entrance Examination this year is 38,000 far above the previous years.\n\nRegistrar of NECO, Professor Dantani Wushishi, said the conduct of the examination was generally smooth and orderly, saying from the reports gotten from across the country, the examination went on hitch-free.\n\nWhile confirming that 72,821 candidates registered for for the 2023 National Common Entrance Examination, Wushishi disclosed that Lagos State had the highest number of enrollment followed by FCT, while the State with lowest registration, Kebbi, has about 115 registered candidates.\n\nHe noted that the Council would put in place mechanism to check some of the noticeable gaps caused by upsurge in registration a day to the examination.', 'https://teachers.com.ng/forums/topic/nigerian-government-bans-children-below-11-years-from-common-entrance-exams/', 13690, 13374, '2023-06-09 17:39:02', 0, 0, 0, 0, 'public'),
(118, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/steps-to-access-the-students-interest-free-loan-from-nigerian-education-bank/\">Steps to Access the Students\' Interest-Free Loan from Nigerian Education Bank</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/\">Scholarship Forum</a>', 'So, the Students Loan Bill has been signed into law. Below are what you need to know:\nSteps to access the student loan\n\nThe law officially known as A LAW TO PROVIDE EASY ACCESS TO HIGHER EDUCATION FOR NIGERIANS THROUGH INTEREST FREE LOANS FROM NIGERIAN EDUCATION BANK ESTABLISHED was Sponsored by Hon. Femi Gbajabiamila\n\nStudents applying for loan under this Act must apply to the Chairman of the Bank through their respective institutions upon satisfaction of the following conditions:\n1. Student must have secured admission into any public Nigerian\nUniversity, Polytechnic, College of Education or Technical College\n\n2. Applicant income or family income must be less than N500,000 per annum.\n\n3. Applicant must provide at least two civil servants as guarantors: of not less than level 12 years in service; or a Lawyer with at least 10 years post-call experience; a Judicial officer; or a Justice of Peace.\n\n4. Students who have defaulted in previous loans; found guilty of exam malpractices, felony, drug offenses will not be considered. Students with parents who have defaulted in respect of previous loans will not be considered.\n\n5. All Applications will be submitted through the Students Affairs Office of each Institution via a list of all qualified applicants from the institution accompanied by a cover letter signed by the Vice Chancellor or Rector or the head of the institution and the student affairs.\n\n6. Any beneficiary of the loan to which this Act refers shall commence repayment two years after completion of the National Youth Service Corps programme. (Repayment shall be by direct deduction of 10% of the beneficiaries salary at source by the empioyer.\n\n7. Where the beneficiary is self employed, he shall remit 10% of his total profit monthly to the Students loan account to be prescribed by the Bank.', 'https://teachers.com.ng/forums/topic/steps-to-access-the-students-interest-free-loan-from-nigerian-education-bank/', 13691, 13378, '2023-06-16 05:44:48', 0, 0, 0, 0, 'public'),
(119, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-founder-of-onward-paper-mill-has-died/\">The Founder of Onward Paper Mill Has Died</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', '_BREAKING NEWS_\n\nONWARD PAPER MILL\'s founder has died.\n\nChief M.A. Obagun, the founder of Onward Paper Mill, has died at the age of 91.\n\nHe will be buried later today at his home town Poka in Epe according to Muslim rites.\n\nIf you attended school in Nigeria around the 80s and 90s, i am sure you used one of his exercise books with the following acronyms.\n\nO - Ole\nN - Ni\nW - Wale\nA - Aji\nR - Ruler\nD - Dada\n\nB - Baba\nI - Iya\nG - Gani\n\nE - Ede\nX - Xtimes\nE - Ede\nR - Remi\nC - Coni\nI - Iya\nS - Segun\nE - Elere\n\nB - Boolu\nO - Odabo\nO - Odabo\nK - Kayode\n\nMay the gentle soul of the Industrialist rest in peace.', 'https://teachers.com.ng/forums/topic/the-founder-of-onward-paper-mill-has-died/', 13692, 13578, '2023-06-16 10:27:27', 0, 0, 0, 0, 'public'),
(120, 1, 'xprofile', 'updated_profile', '<a href=\"https://teachers.com.ng/members/admin/profile/\">Ayinde</a>&#039;s profile was updated', '', 'https://teachers.com.ng/members/admin/profile/', 0, 0, '2023-06-19 09:07:26', 0, 0, 0, 0, 'public'),
(121, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/nigeria-union-of-teachers-nut-oshodi-isolo-branch-h-o-s-games-2023/\">Nigeria Union of Teachers NUT Oshodi-Isolo Branch H.O.S GAMES 2023</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/administration/announcements/\">Announcements</a>', 'ATTENTION!!!\n\nThe NIGERIA UNION OF TEACHERS (NUT) OSHODI-ISOLO BRANCH\n\nThe Nigeria Union of Teachers NUT Oshodi-Isolo Branch brings to our notice the H.O.S GAMES 2023.\n\nThe H. O. S competition for 2023 Registration is ongoing. All interested Teachers and Non-Teaching Staff can apply through Co-Curricular Science and Technology Department at the district and LGEA.\n\nEvents available are as follows:\n1. Football Male/Female.\n\n2. Table Tennis Male/Female.\n\n3. Long Tennis Male/Female.\n\n4. Ayo Game Male/Female.\n\n5. Chess/Scrabble Male/Female.\n\n6. Eating Competition Male/ Female.\n\nThanks', 'https://teachers.com.ng/forums/topic/nigeria-union-of-teachers-nut-oshodi-isolo-branch-h-o-s-games-2023/', 13693, 13232, '2023-06-19 09:13:51', 0, 0, 0, 0, 'public'),
(122, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/sanwo-olu-doles-out-n10m-to-lasu-best-graduating-student/\">Sanwo-Olu Doles Out N10m To LASU Best Graduating Student</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/\">Scholarship Forum</a>', 'The Lagos State Governor, Babajide Sanwo-Olu, has awarded N10,000,000 to the best-graduating student, from Lagos State University, Aminat Yusuf, for attaining a rare accomplishment of a CGPA of 5.00.\n\nTHIS IS HOW TO ENCOURAGE LEARNING', 'https://teachers.com.ng/forums/topic/sanwo-olu-doles-out-n10m-to-lasu-best-graduating-student/', 13694, 13378, '2023-06-23 05:43:20', 0, 0, 0, 0, 'public'),
(123, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13696\">The Conditions of Educational Growth</a></strong>In directing the activities of the young, society determines its own future in determining that of the young. Since the young at a given time will at <a href=\"https://teachers.com.ng/?p=13696\"><span>[&hellip;]</span></a>', 'https://teachers.com.ng/?p=13696', 1, 13696, '2023-07-16 18:54:55', 0, 0, 0, 0, 'public'),
(124, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13699\">Habits as Expressions of Educational Growth</a></strong>We have already noted that plasticity is the capacity to retain and carry over from prior experience factors which modify subsequent activities. This <a href=\"https://teachers.com.ng/?p=13699\"><span>[&hellip;]</span></a>', 'https://teachers.com.ng/?p=13699', 1, 13699, '2023-07-16 19:01:27', 0, 0, 0, 0, 'public'),
(125, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13703\">The Educational Bearings of the Conception of Development</a></strong>We have had so far but little to say in this chapter about education. We have been occupied with the conditions and implications of growth. If our <a href=\"https://teachers.com.ng/?p=13703\"><span>[&hellip;]</span></a>', 'https://teachers.com.ng/?p=13703', 1, 13703, '2023-07-16 19:06:30', 0, 0, 0, 0, 'public'),
(126, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13706\">Education as Growth</a></strong>The power to grow depends upon the need for others and plasticity. Both of these conditions are at their height in childhood and youth. Plasticity or the <a href=\"https://teachers.com.ng/?p=13706\"><span>[&hellip;]</span></a>', 'https://teachers.com.ng/?p=13706', 1, 13706, '2023-07-16 19:12:06', 0, 0, 0, 0, 'public'),
(127, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/20-learning-tips-for-serious-students/\">20 Learning Tips for Serious Students</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/curriculum-and-instruction-forum/\">Curriculum and Instruction Forum</a>', 'Don’t do all your studying the night before. Instead spread it out, review class materials several times a week, and focus on one topic at a time.\n\nFind a comfortable place to study with good lighting and few distractions. Avoid studying in bed, as it will be too tempting to take a nap.\n\nTake short breaks frequently. Your memory retains information that you study at the beginning and the end better than in the middle.\n\nThe best way to study is to focus for between 40-90 minutes, then take a 10-minute break where you do some kind of exercise. Regular exercise helps with concentration.\n\nBe a hermit! A few weeks before the exam, it may be necessary to isolate yourself from your friends, stop watching television, etc.\n\nGet plenty of sleep. Generally people need at least 8 hours of sleep per night. Your brain needs this time to recover and organize information to strengthen its memory.\n\nKeep a calendar or planner and mark it with important dates, like exams and assignment due dates.\n\nAt least once a week, read through your notes from class. Consistently reading about the subject can help you to understand and remember better.\n\nBefore lectures, look over the notes from the previous class and read the course material pertaining to the lecture, so that you can anticipate the main ideas that the instructor will cover.\n\nCarefully choose what you do during your down time. Relaxing your mind is important during study breaks, but TV and video games don’t allow the mind to relax properly.\n\nWhen you’re studying, it helps to keep in mind your reasons for working hard, like a course grade or career you’re working towards.\n\nAsk questions! Don’t be shy about asking to have something explained in a different way, so you can understand it better.\n\nSet clear goals. This will help to motivate you, as you’ll want to achieve the goals you set out for yourself.\n\nRepetition! It’s true that practice makes perfect. Read your notes over and over until you remember the information well.\n\nMeet deadlines! If an assignment is due by a specific date, meet that due date! Late submissions are often penalized and will impact your grade.\n\nGet things done early. Start assignments as soon as they are given. Work first and have fun when you’re finished.\n\nYou can easily pace yourself by following tips like starting early, creating a study schedule, and taking breaks when necessary.\n\nKeep up with your readings! Even if you just skim the main ideas or summary of each chapter before a lecture.\n\nBuy small index cards and write small bullet points to help jog your memory. Carry these around at all times, and use them in your free time.\n\nWant more Study Tips? Go back and Unlock more Study Tips! Unlock and get new tips with every update!', 'https://teachers.com.ng/forums/topic/20-learning-tips-for-serious-students/', 13713, 13421, '2023-10-12 09:30:57', 0, 0, 0, 0, 'public'),
(128, 18, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/justice-for-primary-school-teachers-in-lagos-state-on-palliatives/\">Justice for Primary School Teachers in Lagos State on Palliatives</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', '#JusticeForPrimarySchoolTeachersinLAGOSSTATE\n\nWith the greatest displeasure and rejection of inequality treatment of us, all PRIMARY SCHOOL TEACHERS irrespective of cadre,step and nomenclature,we hereby wishes to express our dissatisfaction over the recent payment of additional #35000 palliative that was announced to the whole world and promised by our able Governor Mr BABAJIDE OLUSOLA SANWO-OLU  in the recent news cap. \n\nAs responsible citizens of this country and an enlightened teachers of the primary sector of our educational system in Lagos State. We are writing to notify your office Mr Governor sir that what we received totally negates the promise you made to us sir while our other colleagues in secondary schools and at other parastatals like  got the full #35000 bonus while we at the primary school got #20,000 as seen in our salaries.\n\nThe promise according to the letter signed by head of service  stated that all pubic servants will receive end of the year bonus of 50% of basic salary and non taxable wage of #35000 as agreed to be paid by Mr Governor but to our surprise the case was different as we got #20000 as wage award (palliative) as against what was announced on the radio.', 'https://teachers.com.ng/forums/topic/justice-for-primary-school-teachers-in-lagos-state-on-palliatives/', 13717, 13578, '2023-12-22 08:27:37', 0, 0, 0, 0, 'public'),
(129, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/resuming-as-a-brand-new-teachers-helpful-tips/\">RESUMING AS A BRAND NEW TEACHERS; HELPFUL TIPS</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/parents-teachers-forum/\">Parents Teachers Forum</a>', '1. First, ask God for Grace, strength, protection and guidance as we resume.\n\n2. Develop a positive mindset and be ready to handle the day-to-day challenges.\n\n3. Go for medical examination, if need be, treat malaria and typhoid fever before resumption. First week of resumption is not too late.\n\n4. It is necessary to acquire a daily dosage of anti-stress multivitamins food supplemental drugs at least for 30days.\n\n5. Check your blood pressure regularly and act accordingly.\n\n6. Don\'t skip breakfast, eat as a king or queen.\n\n7. Boost your immune system by eating fruits and vegetables daily or every two days.\n\n8. Be friendly with all, forgive all, make peace always, avoid disputes and hatred\n\n9. During break, walk out of your staffroom, relax your muscles, receive the fresh air and appreciate nature.\n\n10. Delegate  responsibilities. Don\'t be Jack.\n\n11. Create time for rest or sleep after work.\n\n12. Avoid excessive in-take of alcoholic beverages.\n\n13. Be supportive, walk up to your colleagues and students, find out how they are holding up.\n\n14. Surrender all your burdens to the Almighty. He knows all that you need and He will supply all your needs according to His riches in glory.\n\nRemember, that the teaching profession is not just an ordinary profession, a teacher is a role model and destiny builder, do your work diligently for only God can truly reward us. God bless you all.\n\nHOS BEQA,  OSHODI ISOLO LGEA', 'https://teachers.com.ng/forums/topic/resuming-as-a-brand-new-teachers-helpful-tips/', 13728, 13680, '2024-01-04 09:11:42', 0, 0, 0, 0, 'public'),
(130, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/58-illegal-tertiary-institutions-in-nigeria-and-9-others-under-investigation/\">58 Illegal Tertiary Institutions in Nigeria and 9 Others Under Investigation</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'The Nigerian government, once again, expose some tertiary institutions it described as illegal, and advised students against patronising them.\n\nFull List of Illegal Tertiary Institutions in Nigeria\n\n1). Volta University College, HO, Volta Region, Ghana or any of its other campuses in Nigeria\n\n2). Royal University, Izhia, PO BOX 800, Abakaliki, Ebonyi State or any of its other campuses\n\n3). Atlanta University, Anyigba, Kogi State or any of its other campuses\n\n4). United Christian University, Macotis campus, Imo State or any of its other campuses\n\n5) United Nigeria University College, Okija Anambra State or any of its other campuses.\n\n6) University of Accountancy and Management Studies, operating anywhere in Nigeria\n\n7) Christians of Charity American University of Science and Technology, Nkpor, Anambra State or any of its other campuses\n\n8) University of Industry, Yaba, Lagos or any of its other campuses\n\n9) University of Applied Sciences and Management, Port Novo, Republic of Benin or any of its other campuses in Nigeria\n\n10) Blacksmith University, Akwa or any of its other campuses\n\n11) Tiu International University, UK operating anywhere in Nigeria\n\n12) Pebbles University, UK operating anywhere in Nigeria\n\n13) London External Studies, UK, operating anywhere in Nigeria\n\n14) Pilgrims University operating anywhere in Nigeria\n\n15) Lobi Business School, Makurdi, Benue State or any of its campuses in Nigeria\n\n16) Samuel Ahmadu University, Makurdi, Benue State or any of its other campuses\n\n17) UNESCO University, Ndoni, Rivers State or any of its other campuses\n\n18) Saint Augustine’s University of Technology, Jos, Plateau State or any of its other campuses\n\n19) The International University, Missouri USA, Kano and Lagos studies centres or any of its other campuses in Nigeria.\n\n20) Collumbus University, UK, operating anywhere in Nigerians\n\n21) EC-Council USA, Ikeja Lagos Study Centre\n\n22) Atlas University, Ikot Udoso Uko, Uyo, Akwa Ibom State or any of its other campuses in Nigeria.\n\n23) Concept College/Universities (London) Ilorin or any of its other campuses in Nigeria\n\n24) Halifax Gateway University, Ikeja or any of its campuses in Nigeria\n\n35) Kingdom of Christ University, Abuja or any of its other campuses in Nigeria\n\n26) West African Christian University operating anywhere in Nigeria\n\n27) Bolta University College, Aba or any of its campuses in Nigeria\n\n28) JBC Seminary Inc. (Wukari Jubilee University) Kaduna illegal campus\n\n29) Western University, Esie Kwara State or any of its campuses in Nigeria\n\n30) St. Andrews University College, Abuja or any of its other campuses in Nigeria\n\n31) Acada University, Akinlalu Oyo state or any of its other campuses in Nigeria\n\n32) Filfom University, Mbaise, Imo State or any of its other campuses in Nigeria\n\n33) Houdegbe North American University campuses in Nigeria\n\n34) Atlantic Intercontinental University, Okija Anambra State\n\n35) Open International University, Akure\n\n36) Middle Belt University (North Central University) Otukpo\n\n37) Lead Way University, Ugheli, Delta State\n\n38) Metro University, Dutse/Bwari Abuja\n\n39) Southend University, Ngwuro Egeru (Afam) Ndoki, Rivers State\n\n40) Olympic University, Nsukka, Enugu State\n\n41) Enugu State University of Science and Technology (Gboko campus)\n\n42) Career Light Resources Centre, Jos.\n\n43) University of West Africa, Kwali Abuja, FCT\n\n44) Coastal University, Iba Oku, Akwa Ibom State\n\n45) Kaduna Business School, Kaduna\n\n46) Royal University of Theology, Minna, Niger State\n\n47) West African Union University, in collaboration with International Professional College of Administration, Science and Technology, Nigeria operating anywhere in Nigeria\n\n48) Gospel Missionary Foundation (GMF), Theological University, 165 Isolo road, Cele bus stop, Egbe Ikotun, Lagos.\n\n49) Federal College of Complementary and Alternative Medicine, Abuja\n\n50) Temple University, Abuja\n\n51) Irish University Business School, London, operating anywhere in Nigeria\n\n52) National University of Technology, Lafia, Nasarawa State\n\n53) University of Accountancy and Management Studies, Mowe, Lagos – Ibadan Expressway and its annex at 41, Ikorodu road, Lagos.\n\n54) University of Education, Wenneba Ghana operating anywhere in Nigeria\n\n55) Cape Coast University, Ghana operating in Nigeria.\n\n56) African University Cooperative Development (AUCD) Cotonou, Benin Republic operating anywhere in Nigeria.\n\n57) Pacific Western University, Denver Colorado, Owerri study centre\n\n58) Evangel University of America and Chudick Management Academic, Lagos\n\n\n\nInstitutions under investigations\n\nMeanwhile, NUC also noted that nine other institutions are currently undergoing further investigations.\n\nThe nine universities are:\n\n1) West Coast University, Umuahia.\n\n2) Saint Clements University, Iyin Ekiti, Ekiti state.\n\n3) Volta University College, Aba, Abia state.\n\n4) Illegal Satellite Campuses of Ambrose Alli University.\n\n5) L.I.F.E Leadership University, Benin City, Edo State.\n\n6) National Universities of Nigeria, Keffi, Nassarawa State.\n\n7) North Central University, Otukpo, Benue state.\n\n8) Christ Alive Christian Seminary and University.\n\n9) Richmond Open University, Arochukwu, Abia state.\n', 'https://teachers.com.ng/forums/topic/58-illegal-tertiary-institutions-in-nigeria-and-9-others-under-investigation/', 13729, 13578, '2024-01-06 08:21:47', 0, 0, 0, 0, 'public'),
(131, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/welcome-back-to-school-message-from-the-nut-state-chairman/\">Welcome Back to School Message from the NUT State Chairman</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'A WELCOME BACK TO SCHOOL MESSAGE FROM THE STATE CHAIRMAN, NIGERIA UNION OF TEACHERS, LAGOS STATE WING!\n\nWe give God Almighty all the glory and honour for being counted among the living to witness another glorious dawn of the year 2024. No doubt, this could not have been by our might, but by His grace.\n\nAs we resume afresh for a new academic term, I would like to admonish all our esteemed members to remain committed to their statutory primary assignments, as well as being courteous to constituted authorities in our various domains.\n\nAs a responsive and responsible union, the state wing is not unaware or insensitive to some of our expectations from our employer, the Lagos State Government, particularly on the issue regarding the very disturbing dichotomy between the Secondary and Primary School sectors on the payment of December 2023 palliative wage award.\n\nAs your servant leader, I want to sincerely appeal to you all,that we should remain calm , as efforts are on going  to get the attention of Mr. Governor on this particular matter. Already, we have initiated conversations and engagements with critical stakeholders  on this very issue.  \n\nWe quite understand that, this particular matter, not being an establishment case, requires a political solution, as a team leader,I will do all the needful to defend your interest.\nThe Struggle they say continue,it is our hope that we shall be victorious.\n\nOther issues, such as the following, are equally being addressed:\n\n1. Implementation of the extension of service years law,from 60 to 65 years;\n\n2. Year 2023 annual merit award for teachers\n\n3 Implementation of the 2023 promotion of successful officers from the Primary Sector.\n\nOn a final note, the union is indeed very grateful for all your support and understanding over time, and I cannot take this for granted.\n\nI pray that God will grant you a renewed vigour and  sound health to excel in this new academic term.\n\nCongratulations and many happy returns!\n\nHappy Resumption!\n\nAkintoye Hassan- NUT Chairman, Lagos.', 'https://teachers.com.ng/forums/topic/welcome-back-to-school-message-from-the-nut-state-chairman/', 13731, 13578, '2024-01-08 17:08:19', 0, 0, 0, 0, 'public'),
(132, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/pre-primary-education-in-nigeria/\">Pre-Primary Education in Nigeria</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/school-tiers/pre-primary-education/\">Pre-Primary Education</a>', 'Pre-primary education is the education given to younger learners before the age of entering primary education (6 years). Early childhood education or pre-primary education is defined by the National Policy on Education (FRN, 2012) as education given educational settings for children aged 3 through 5 years in preparing their entry into primary school. It includes “ota akara’’ popularly named in some parts of the country, the crèche, the nursery and the kindergarten. These types of education settings are currently provided by private entrepreneurs. Early childhood education can be traced to the efforts of prominent European education experts like: John Amos Comenius (1590-1690), J. J. Rousseau (1782 – 1788), Johann Heinrich Pestalozzi (1748-1827) and Friedrich Froebel (1782-1751). These experts championed the right of children to early education. Many educationist and scholars including Maduewesi (1992) and Fafunwa (1967) support and advocate for the views held by these earlier educators that there is need for good early childhood education to help students’ develop their full potentials.\n\nThe first pre-primary education was founded in 1816 by Robert Owen. The early experts in childhood education were anxious to see the children of the rich and the poor have the opportunity and privilege to be educated. With the phasing out of infant classes, some parents began to feel the need for nursery schools; the demand for nursery education was however very low in Nigeria until recently. A study for the provision of nursery education in Lagos conducted by Makinwa–Adebusoye (1981) showed that only 7.7% out of 948 parents send their children to nursery education or a group care center. In a similar study conducted by Orebanjo (1981) showed that working mothers in Ile-Ife which is a semi-urban area, prefer keeping their children with members of the extended family for childcare rather than sending them to day care centers or nursery schools. This invariably showed that parents at that time did not value pre-primary education. Consequently the need arose for educational administrators, educational planners, policy makers, as the then military governments of Nigeria realized the need for pre-primary education in the country and gave official recognition to it in the National Policy on Education (1977) and revised 1981, 1998; subsequently revised again under elected civilian governments in 2004, 2007, and 2012. The operational objectives of pre-primary education as stated in the National Policy of Education (FRN 2012) include:\n\nEffecting a smooth transmission from the home to the school;\n\nPreparing the child for the primary level of education;\n\nProviding adequate care and supervision for the children while their parents are at work;\n\nInculcating in the child the spirit of enquiry and creativity through the exploration of nature and environment, art, music and playing with toys, etc;\n\nDevelop a sense of co-operation and team spirit;\n\nInculcating social norms;\n\nLearn good habits, especially good health habits; and\n\nTeaching rudiments of numbers, letters, colours, shapes, forms etc. through play.', 'https://teachers.com.ng/forums/topic/pre-primary-education-in-nigeria/', 13747, 13735, '2024-01-08 20:02:20', 0, 0, 0, 0, 'public'),
(133, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/waec-timetable-for-first-series-gce-2024-exams/\">WAEC timetable for first series GCE 2024 Exams</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/school-tiers/senior-secondary-school-education/\">Senior Secondary (School) Education</a>', 'This is the WAEC timetable for first series GCE 2024 Exams\n\nDATE SUBJECT/PAPER TIME\n\nWednesday, 31st January, 2024\n\nHausa 2 (Essay) – 08:30am – 10:30am\nHausa 1 (Objective) – 10:30am – 11:30am\n=================================================\nIgbo 2 (Essay) – 08:30am – 10:30am\nIgbo 1 (Objective) – 10:30am – 11:30am\n=================================================\nYoruba 2 (Essay) – 08:30am – 10:30am\nYoruba 1 (Objective) – 10:30am – 11:30am\n\nThursday, 1st February, 2024\n\nBiology 2 (Essay) – 08:30am – 10:10am\nBiology 1 (Objective) – 10:10am – 11:00am\n\nBiology 3 (Alternative to Practical Work) – 2:00pm – 4:00pm\n===============================================\n\n\nFriday, 2nd February, 2024\n\nFinancial Accounting 2 (Theory and Practice) – 08:30am – 11:00am\n\nFinancial Accounting 1 (Objective) – 11:00 am – 12:00am\n===============================================\nHealth Science 3 (Alternative to Practical Work) – 3:00pm – 4:45pm\n\n\n\nSaturday, 3rd February, 2024\n\nGeneral Mathematics 2 (Essay) – 8:30am – 11:00am\nGeneral Mathematics 1 (Objective) – 1:00pm – 2:30pm\n=============================================\n\nMonday, 5th February, 2024\n\nBusiness Management 2(Essay)- 8:30am – 10:30am\nBusiness Management 1(Objective) – 10:30am – 11:30am\n========================================\n\nTuesday, 6th February, 2024\n\nAgricultural Science 2 (Essay) – 8:30am – 10:40am\nAgricultural Science 1 (Objective) – 10:40am – 11:30am\n============================================\nLiterature-in-English 3 (Drama &amp; Poetry) – 2:00pm – 4:30pm\n\nWednesday, 7th February, 2024\n\nChristian Religious Studies 2 (Essay) – 8:30am – 10:30am\nChristian Religious Studies 1 (Objective) – 10:30am – 11:30am\n============================================\nIslamic Studies 2 (Essay) – 8:30am – 10:30am\nIslamic Studies 1 (Objective) – 10:30am – 11:30am\n============================================\nHistory 2 (Essay) – 1:00pm – 3:00pm\nHistory 1 (Objective) – 3:00pm – 4:00pm\n\nThursday, 8th February, 2024\n\nPhysics 2 (Essay) – 8:30am – 10:00am\nPhysics 1 (Objective) – 10:00am – 11:15am\n========================================\nPhysics 3 (Alternative to Practical Work) – 1:00pm – 3:45pm\n\nFriday, 9th February, 2024\n\nGeography 2(Essay) – 8:30am – 10:30am\nGeography 1(Objective) – 10:30am – 11:30am\n========================================\nGeography 3 (Practical and Physical Geography) – 3:00pm – 4:50pm\n\nSaturday, 10th February, 2024\n\nEnglish Language 2 (Essay) – 8:30am – 10:30am\nEnglish Language 1 (Objective) – 10:30am – 11:30am\n===========================================\nEnglish Language 3 (Test of Orals) – 1:00pm – 1:45pm\nEnglish Language 3 (Test of Orals) – 1:00pm – 1:45pm\n\nMonday, 12th February, 2024\n\nFurther Mathematics 2 (Essay) – 8:30am – 11:00am\nFurther Mathematics 1 (Objective) – 1:00pm – 2:30pm\n\n\nTuesday, 13th February, 2024\n\nChemistry 2 (Essay) – 8:30am – 10:30am\nChemistry 1 (Objective) – 10:30am – 11:30am\n=========================================\nChemistry 3 (Alternative to Practical Work) – 2:00pm – 3:30pm\n\nWednesday, 14th February, 2024\n\nLiterature-In-English 2(Prose) – 8:30am – 9:45am\nLiterature-In-English 1 (Objective) – 9:45am – 10:45am\n=========================================\nAgricultural Science 3 (Alternative to Practical Work) – 1:00pm – 2:30pm\n\nThursday, 15th February, 2024\n\nEconomics 2 (Essay) – 8:30am – 10:30am\nEconomics 1 (Objective) – 10:30 – 11:30am\n=========================================\nHealth Science 2 (Essay) – 1:00pm – 2:30pm\nPC5081 Health Science 1 (Objective) – 2:30pm – 3:30pm\n\nFriday, 16th February, 2024\n\nGovernment 2 (Essay) – 8:30am – 10:30am\nGovernment 1 (Objective) – 10:30am – 11:30am\n=========================================\nCommerce 2 (Essay) – 2:30pm – 4:30pm\nCommerce 1 (Objective) – 4:30pm – 5:20pm\n\nSaturday, 17th February, 2024\n\nCivic Education 2 (Essay) – 8:40am – 10:30am\nCivic Education 1 (Objective) – 10:30am – 11:30\n=========================================\nScience (Core) 2 (Essay) – 8:30am – 10:00am\nScience (Core) 1 (Objective) – 10:00am – 11:00am\n=========================================\nScience (Core) 3 (Alternative to Practical Work) – 1:00pm – 3:00pm\n\n\nGuide your children on 2024 JAMB Subject Combinations For Science Courses.\n\nThe full list of JAMB Subject Combinations for all courses are as follows:\n\nMedicine and Surgery:\nUse of English, Biology, Physics and Chemistry.\n\n\nAgricultural Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nComputer Science:\nUse of English, Mathematics, Physics and one of Biology, Chemistry, Agric Science, Economics and Geography.\n\nBiochemistry:\nUse of English, Biology, Physics and Chemistry.\n\nBiological Sciences:\nUse of English, Biology, Chemistry and Physics or Mathematics.\n\nPhysics:\nUse of English, Physics, Mathematics and Chemistry or Biology.\n\nMathematics:\nUse of English, Mathematics and any two of Physics, Chemistry, Economics, Biology and Agricultural Science.\n\nChemistry:\nUse of English, Chemistry and two of Physics, Biology and Mathematics.\n\nNursing:\nUse of English, Physics, Biology and Chemistry.\n\nFood, Science and Technology:\nUse of English, Chemistry, Mathematics / Physics and Agricultural Science.\n\nPharmacy:\nUse of English, Biology, Physics and Chemistry.\n\nIndustrial Chemistry:\nUse of English, Chemistry, Mathematics and any of Physics /Biology /Agricultural Science.\n\nFisheries:\nUse of English, Chemistry, Biology/ Agricultural Science and any other Science subject.\n\nGeology:\nUse of English and any three Chemistry, Physics, Mathematics, Biology and Geography.\n\nGeography:\nUse of English, Geography and any two of Mathematics, Biology, Chemistry, Physics and Agricultural Science.\n\nSurveying an Geoinformatics:\nUse of English, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nStatistics:\nUse of English, Mathematics and any two of Physics, chemistry, agricultural science and economics.\n\nBuilding:\nUse of English, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nMicrobiology:\nUse of English, Biology, Chemistry and either Physics or Mathematics.\n\nBotany:\nUse of English, Biology, Chemistry and any other Science subject.\n\nZoology:\nUse of English, Biology and any two of Physics, Chemistry and Mathematics.\n\nPure and Applied Mathematics:\nUse of English, Mathematics, Physics and Biology or Agric Science or Chemistry or Geography.\n\nAgriculture:\nEnglish, Chemistry, Biology /Agriculture and any one of Physics and Mathematics.\n\nAgricultural Economics:\nEnglish Language, Chemistry, Biology/ Agricultural Science and Mathematics.\n\nAfrica extension:\nEnglish, Chemistry, Biology/ Agricultural Science plus Mathematics or Physics.\n\nAgronomy:\nEnglish, Chemistry, Biology or Agriculture and Physics or Mathematics.\n\nAnimal Production and Science:\nUse of English, Chemistry, Biology/Agric Science and Physics/Mathematics.\n\nCrop Production and Science:\nEnglish, Chemistry, Biology /Agriculture and Mathematics or Physics.\n\nSoil Science:\nEnglish, Chemistry, Biology or Agricultural Science plus Mathematics or Physics.\n\nVeterinary Science:\nEnglish, Physics, Chemistry and Biology\n\nForestry:\nUse of English, Chemistry, Biology or Agriculture and Physics or Mathematics.\n\nCivil Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nChemical Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nComputer Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nElectrical Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nElectronic Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nMarine Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nMechanical Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nMetallurgical and Materials Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nPetroleum and Gas Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\n\nSystems Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nStructural Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nProduction and Industrial Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nArchitecture:\nEnglish, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nQuantity Surveying:\nUse of English, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nUrban and Regional Planning:\nEnglish, Mathematics, Geography and one of Economics, Physics, Chemistry.\n\nEstate Management:\nUse of English, Mathematics, Economics and one other subject.\n\nAnatomy:\nEnglish, Mathematics, Biology and Chemistry or Physics.\n\nDentistry:\nUse of English, Chemistry, Biology and one Science subject.\n\nMedical Laboratory Science:\nEnglish Language, Physics, Chemistry and Biology.\n\nMedical Rehabilitation:\nUse of English, Physics, Chemistry and Biology.\n\nPhysiology:\nUse of English, Biology, Physics and Chemistry.\n\nPhysiotherapy:\nUse of English, Biology, Physics and Chemistry.\n\nRadiography:\nUse of English, Biology, Physics and Chemistry.\n\nVeterinary Medicine:\nUse of English, Biology, Physics and Chemistry.\n\nJAMB Subject Combination for Social Sciences:\n\nAccountancy:\nUse of English, Mathematics, Economics and any other Social Science subject.\n\nBusiness Administration:\nUse of English, Mathematics, Economics and any other Social Science subject.\n\nPublic Administration:\nUse of English, Government, Economics and any other subject.\n\nBanking and Finance:\nUse of English, Mathematics, one Social Science subject and any other subject.\n\nEconomics:\nUse of English, Mathematics, Economics and any of Government, History, Geography, Literature in English, French and CRK/IRK.\n\nDemography and Social Statistics:\nUse of English, Mathematics, Economics/ Geography and any other subject.\n\nGeography:\nUse of English, Geography and two other Arts or Social Science subjects.\n\nLibrary Science:\nUse of English and Any three Arts or Social Science subjects.\n\nMass Communication:\nUse of English and any three from Arts or Social Science subjects.\n\nSociology:\nUse of English, Three Social Science or Arts subjects.\n\nPolitical Science:\nUse of English, Government or History plus two other Social Science/ Arts subjects.\n\nPhilosophy:\nUse of English, Government and any other two subjects.\n\nPsychology:\nUse of English, Any three subjects from Arts or Social Science.\n\nReligious Studies:\nUse of English Language, CRK/IRS and any two other subjects.\n\nSocial Works:\nUse of English Language, Mathematics, Economics/ Geography and any other subject.\n\nSociology and Anthropology:\nUse of English, Three Social Science or Arts Subjects.\n\nIndustrial Relations:\nUse of English, Mathematics, Economics plus one other relevant subject.\n\nHuman Resources Management:\nUse of English, Economics, Government and any other relevant subjects.\n\nInternational Relations:\nUse of English, Economics, Literature- in English and Geography /Government / History.\n\n\nBusiness Management:\nUse of English, Mathematics, Economics and one other subject.\n\nCooperative and Rural Development:\nUse of English, Mathematics, Economics plus one other subject.\n\nTourism:\nEnglish, Mathematics, Economics and any other subject.\n\nMarketing:\nUse of English, Mathematics, Economics plus one other relevant Subject.\n\nInsurance:\nEnglish, Mathematics, Economics and one other subject.\n\nJAMB Subject Combination for Arts:\n\nArabic and Islamic Studies:\nUse of English, Arabic and Two subjects from Arts and/or Social Sciences.\n\nChristian Religious Studies:\nUse of English, Two Arts subjects including Christian Religious Knowledge and any other subject.\n\nFine and Applied Arts:\nUse of English Language, Fine Art and two other Arts subjects or Social Science subject.\n\nTheatre Arts:\nUse of English, Lit. in English and two other relevant subjects.\n\nLinguistics:\nEnglish, Two relevant Arts subjects and any other subject.\n\nEnglish and International Studies:\nUse of English, Literature in English, Government or History or any other Arts subjects.\n\nFrench:\nEnglish, French and any other two subjects from Arts and Social Sciences.\n\nEnglish Language:\nUse of English, Lit.-in-English, one other Arts subject and another Arts or Social Science subject.\n\nHausa:\nEnglish, Hausa, Lit in English and any of Economics, Government, History and Arabic.\n\nHistory and International Studies:\nUse of English, History /Government and any other two subjects from Arts &amp; Social Science.\n\nIslamic Studies:\nEnglish, Islamic Religious Studies plus two other Arts subjects.\n\nIgbo:\nEnglish, Igbo and two subjects from Arts and social Sciences.\n\nMass Communication:\nUse of English, Any three Arts and Social Science subjects.\n\nMusic:\nUse of English, Music, one other Arts subject plus any other subject.\n\nPhilosophy:\nUse of English, Any three subjects.\n\nReligious Studies:\nEnglish, CRK/IRS and any two other subjects.\n\nYoruba:\nUse of English, Yoruba and two other subjects in Arts or Social Sciences.\n\nAnthropology:\nUse of English, Any three of History, CRK/IRK, Geography, Economics, Literature in English and French.\n \n\nCriminology and Security Studies:\nEnglish, Economics, Government, and any one of the following: History, Geography, Literature in English,‎ French, IRK, Hausa.\n\nLaw:\nEnglish, Literature, Economics and any other Art Subject.\n\nCivil Law:\nEnglish Language and Any three Arts or Social Science subjects.\n\nIslamic / Sharia Law:\nUse of English Language and Any three Art or social science subjects', 'https://teachers.com.ng/forums/topic/waec-timetable-for-first-series-gce-2024-exams/', 13748, 13741, '2024-01-11 16:36:53', 0, 0, 0, 0, 'public');
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(134, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/100-questions-and-answers-on-nigeria-public-service-rules-for-job-interview/\">100 Questions and Answers on Nigeria Public Service Rules for Job Interview</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/job-forum/\">Job Forum</a>', 'PUBLIC SERVICE RULES.\nQUESTIONS AND ANSWERS\n\n1.____ is the absence of an officer from duty for a period specified in PSR 100203\nA.	Leave of absence\nB.	Pre-retirement leave\nC.	Study leave\nD.	Annual leave\nAnswer: D		\n\n2.	In Rule  100102 ____ is a place where an officer could be reached during his/her leave period\nA.	Annual leave\nB.	Sick leave			\nC.	Leave year\nD.	Leave address      Answer: D\n\n3.	___ shall be paid to staff not occupying government quarters in lump sumat the beginning of the year?\nA.	Utilities allowance \nB.	Rent subsidy			\nC.	Hazard allowance \nD.	Acting allowance\nAnswer: B\n\n4.	PSR. 020209, all officers are ensures to sign ____ on security Form 1\nA.	Appointment letter\nB.	Letter of accommodation \nC.	Oath of secrecy		\nD.	Internal memo\nAnswer: C\n\n5.	____is the permanent release of an officer from one scheduled service to another or from one class to another within the same service? (P.S.R. 020501)\nA.	Transfer			\nB.	Re-arrangement \nC.	Business trip\nD.	Holiday \nAnswer: A\n\n6.	According to P.S.R. 030301 ____ is defined as a specific at wrong-doing or improper behaviour which is inimical to the image of the service which can be investigated and proved, it can also lead to termination and retirement?\nA.	Inefficiency \nB.	Misconduct 			\nC.	Offence\nD.	Retirement \nAnswer: B\n\n7.	All are types of misconduct except \nA.	Unruly behaviour \nB.	Foul language\nC.	Murder 			\nD.	Negligence\nAnswer: C\n\n8.	____ is predetermined amount added to the annual emolument of an officer every calendar year\nA.	Annual salary \nB.	Yearly emolument \nC.	Increments			\nD.	Increments\nAnswer: C			\n\n9.	Based on P.S.R. 060205 time holding confirmation examination shall be \nA.	Held once in a year in the last quarter of every year	\nB.	Twice in a year 2nd and 3rd quarter of every year\nC.	Once in a year in the first quarter of every year\nD.	Twice in a year, 1st and 2nd quarter of every year.\nAnswer: A\n\n10.	The following are the prescribed examination for executive officers (P.S.R 060302)\nA.	Public Service  Rule and Financial Regulation		B.	Public Administration and Financial  Regulation\nC.	Financial Regulation and Civil Service Regulations   \nD.	Financial Regulations and Code of Conducts\nAnswer: A\n\n11.	The following persons except, when travelling by air, and land or sea at government expenses will be eligible for free insurance cover to concerned (P.S.R. 080203)\nA.	Staff\nB.	Domestic Worker\nC.	Wife and Child\nD.	Child and Staff    Answer: C\n\n12.	Base on P.S.R. 10024, all except one are types of study leave \nA.	In-service training \nB.	Studying leave with pay\nC.	Studying leave without pay\nD.	Studying leave for retirement 				\nAnswer: D \n\n13.	In P.S.R. 130121, the circumstances in which officers can work overtime are as follows except?\nA.	Rain falls\nB.	Snow covered the road\nC.	Birthday ceremony’s days \nD.	Holidays falls	\nAnswer: D			\n\n14.	In P.S.R. 13021, the circumstance in which officers can work overtime are as follows except?\nA.	Officers attached to top management /officials\nB.	On special assignment, eg. Conference, Committee\nC.	Period of closing annual account\nD.	Period during annual leave		\nAnswer: D\n\n15.	In P.S.R. 160102, One of these is classified in to the  categories of parastatals \nA.	Security Agencies 				\nB.	Medical Practitioners   C.	Ministry of justice\nD.	Teaching and non teaching staffs\nAnswer: A\n\n16.	According to P.S.R. 160102, A ____ is a government owned organization established by statue to render specified service(s) of the public?\nA.	Ministries \nB.	Financial institutions\nC.	Parastatals				\nD.	Delegated legislature   Answer: C \n\n17.	____ is a body or organ which enjoys continuity of existence, essentially covers ministries and extra- ministerial offices.\nA.	Organization of African Unity (OAU)\nB.	World Health Organization (WHO)\nC.	Civil Service				\nD.	Military\nAnswer: C\n\n18.	With the provision of P.S.R. 020106 seniority in any department shall be determined by the?\nA.	Entry date/the assumption of duty certified by authority in appropriate register \nB.	Date of re-instatement\nC.	Date of re-engagement\nD.	Date of promotion Answer: A\n\n19.	In P.S.R 020202- Direct appointment to the Federal Public Service may be in the following categories except?\nA.	As trainee or pupils\nB.	On probation in a pensionable post\nC.	On contract appointment		\nD.	Acting appointment Answer: C\n\n20.	Under which provision of P.S.R. states that no fine shall be imposed on any officer as a punishment for an offence committed in the course of his/her duties\nA.	021210\nB.	030309\nC.	030314\nD.	020200    \nAnswer: B\n\n21.	According to P.S.R. 030421- part 1, paragraph A., officer can act as the editor or take part directly or indirectly in the management of or in anyway make financial contribution to the following except?\nA.	Department or staff magazine\nB.	National Newspaper			C.	Professional journal     D.	Publication of voluntary organization\nAnswer: B\n\n22.	Under which provision of   P.S.R. states that no officer shall undertake any private agency in any matter connected with the exercise of his/her duties \nA.	020100\nB.	010203\nC.	020101\nD.	030430    \nAnswer: B\n\n23.	P.S.R. 030434 states; in other to improve public service management, and enhance accountability and transparency, no officer shall received \nA.	Leave allowance\nB.	Any bribe or engaged in corrupt practices 		\nC.	Gratification \nD.	Mobilization fees\nAnswer: B\n\n24.	According to P.S.R. 040203- the increment date of an officer appointed or promoted to post in the Federal Public Service shall be _____ following at least six months of service on promotion?\nA.	Date of last promotion\nB.	Date of entry into the service \nC.	31st December of the year\nD.	1st January of the year Answer: D		\n\n25.	In P.S.R. 050201- Progress report are to provide one of the following in respect of office on probation or initial contract ____ on which to judge his/her suitability for confirm.\nA.Conduct and Capabilities 			\nB.	Date of retirement \nC.	Administration of Oath of secrecy\nD.	Declaration to the code of conduct bureau\nAnswer: A\n\n26.	Under which provision of P.S.R. States that public officer is not prohibited form holding shares of public and private companies operating in Nigeria or abroad?\nA.	PSR 030423\nB.	PSR 030425\nC.	PSR 030424				\nD.	PSR 030422  \nAnswer: C  \n\n27.	What is the full meaning of A.P.E.R\nA.	Annual Pay Emolument of Rent\nB.	Annual Pay Emolument of Report \nC.	Annual Performance  of Examination  Report\nD.	Annual Performance  evaluation Report   Answer: D\n\n28.	Which section according to P.S.R. States when an officer supposed to get an increment on salary?\nA.	PSR  020407\nB.	PSR 020408\nC.	PSR 020409\nD.	PSR 020410\nAnswer: D	\n		\n29.	Section 020501 of P.S.R. defines \nA.	Promotion \nB.	Transfer \nC.	Dismissal \nD.	Leave     \nAnswer: D\n\n30.	What sort of promotion is given to an officer who has completed the probation period specified in P. S.R. 020301\nA.	Senior promotion \nB.	Normal promotion \nC.	Notional promotion				D.	Abnormal promotion Answer: C\n\n31.	Which rule of P.S.R. defined termination \nA.	020801\nB.	020802\nC.	020803					\nD.	020804\nAnswer: C\n\n32.	According to P.S.R. 020810- compulsory retirement age of all grades in the services are:\nA.	60 years or 35 years of pensionable services 		\nB.	35 years or 60 years of pensionable services \nC.	15 years of pensionable services\nD.	60 years or 10 years of pensionable services\nAnswer: A\n\n33.	According to P.S.R. 020903, the main purpose of certificate of service is that it may be used as \nA.	Reference when seeking other employment	 \nB.	Record keeping \nC.	For retirement purpose D.	For insurance entitlement \nAnswer: A\n\n34.	Which form can be used for certificate of service for level 07 and above according to P.S. R. 020904\nA.	Gen 60\nB.	Gen 58		\nC.	Gen 62\nD.	Gen 50\nAnswer: B\n\n35.	When travelling on duty away from duty post, the person engaged shall be entitle to\nA.	Pension allowance \nB.	Duty tour allowance\nC.	Travelling allowance 				D.	Welfare allowance\nAnswer: C\n\n36.	Which P.S.R. define general efficiency \nA.	030101\nB.	030102\nC.	030201\nD.	030202   \nAnswer: C\n\n37.	No female public service shall be entitle to resign her appointment or retire by reason of pregnancy alone, under which section of P.S.R. this can be found \nA.	P.S.R 030205\nB.	P.S.R 030204			\nC.	P.S.R 030203 \nD.	P.S.R 030202\nAnswer: B\n\n38.	Below are the scandals conduct that constitute misconduct P.S.R 030301 except \nA.	Drunkenness\nB.	Malingering \nC.	Sick				\nD.	Dishonesty \nAnswer: C\n\n39.	P.S.R. 030401 defines ____ as a specific act of very serious wrong-doing and improper behaviour which inimical to the image of the service and which can be investigated and if proven may lead to dismissal \nA.	Misconduct \nB.	Gross misconduct \nC.	Serious misconduct 		D.	Minor misconduct   Answer: C\n\n40.	Which P.S.R. mentioned an act of serious misconduct \nA.	030401\nB.	030404\nC.	030402\nD.	030403   \nAnswer: B\n\n41.	According to P.S.R. 030412, which punishment should be award to any officer who absence from duty without leave\nA.	Reduction in rank \nB.	Dismissal 		\nC.	Deserter \nD.	Major entry\nAnswer: B\n\n42.	Any officer who want to seek elective public office shall resign his/her appointment forthwith, under which P.S.R...?\nA.	030424\nB.	030422\nC.	030423\nD.	030425   \nAnswer: D\n\n43.	A public officer cannot be directors in private companies, he/she can hold shares or be a director in under which P.S.R.\nA.	030421\nB.	030422\nC.	030423\nD.	030424			\nAnswer: D\n\n44.	Which P.S.R. emphasis on prohibition of bribery and corruption A.	030434\nB.	030435\nC.	030431\nD.	030433  \nAnswer: B\n\n45.	When is officer supposed to expect increment payment after promotion P.S.R. 040203\nA.	After a year\nB.	1st January of the year	C.	Before the runs out\nD.	Immediately after promotion \nAnswer: B\n\n46.	Increment is a predetermined amount added to the annual emolument of an officer every calendar year which P.S.R. code?\nA.	040204\nB.	040203\nC.	040202 \nD.	040201		\nAnswer: D\n\n47.	Failure to pass confirmation examination after three consecutive attempts is liable to ____ P.S.R. 060203\nA.	Dismissal \nB.	Retired \nC.	Resign 		\nD.	Reduction in rank\nAnswer: C\n\n48.	All the below are under P.S.R. 070101 except\nA.	Health care provider\nB.	Hospital\nC.	Medical officer\nD.	Drugs 	\nAnswer: D		\n\n49.	Below are medical documents to be treated as confidential in P.S.R. 070103 except\nA.	Medical certificate\nB.	Dental treatment records\nC.	Drug prescription 			\nD.	Reports of medical boards\nAnswer: C\n\n50.	Which section of P.S.R. describes NHIS\nA.	070202\nB.	070203\nC.	070201\nD.	070204    \nAnswer: C\n\n51.	Below are the documents to provide when any officer have been prolonged absence from duty on the ground of illness except:\nA.	Excuse duty certificate B.	Medical bills			\nC.	Light duty certificate \nD.	Medical certificate\nAnswer: B\n\n52.	The maximum aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve months as contain in P.S.R. 070316 is\nA.	21 calendar days  \nB.	42 calendar days		\nC.	60 calendar days\nD.	14 calendar days\nAnswer: B\n\n53.	Which section of P.S.R. discuss the death while in service?\nA.	080101\nB.	080201		\nC.	080202\nD.	080203\nAnswer: B\n\n54.	___ is a formal appeal to estimate authority, that is, to the head of government for special consideration of matter affecting an officer personally. It must be distinguished from a letter of representation addressed to an appropriate senior officer of government in the normal way\nA.	Charge sheet\nB.	Report \nC.	Petition 		\nD.	Amendment of law\nAnswer: C\n\n55.	An officer’s increment is deferred when the decision as to whether or not if it shall be granted is postponed for a specific period called\nA.	Deferred increment 			B.	Public property \nC.	Pay well job\nD.	Sabotage \nAnswer: A\n\n56.	An officer’s increment withheld when it is decided not to grant it and that held shall cease to be eligible thereof until next increment date is called \nA.	Deferred increment \nB.	Withheld increment 			C.	Penalty imposes \nD.	Accounting \nAnswer: B\n\n57.	A staff that ranks as such for the purpose of pension in accordance with the pension reform Act 2004 is called\nA.	Officer\nB.	Staff \nC.	Expatriate officer 		\nD.	Account \nAnswer: C\n\n58.	The ground for withholding or deferring increment can be found in P.S.R code?\nA.	040204\nB.	040420\nC.	020404\nD.	022004    \nAnswer: C\n\n59.	The series of omission or incompetence the cumulative effect of which shows that the officer is not capable of discharging efficiently can be found under which P.S.R. code?\nA.	020301\nB.	010203\nC.	030201			\nD.	020301\nAnswer: C\n\n60.	Before proceeding for the removal of an officer for general inefficiency  maybe commenced he/she must have been three occasion committed under?\nA.	P.S.R. 030203		\nB.	P.S.R. 010202\nC.	P.S.R. 030302\nD.	P.S.R. 020303 \nAnswer: A \n\n61.	This is to enable officers pay lodging and feeding expenses during official tours approved by the official authority is called\nA.	Duty tour allowance 	\nB.	Tour allowance duty\nC.	Allowance duty tour\nD.	Allowance duty expenses \nAnswer: A\n\n62.	Twelve weeks maternity leave of a woman staff pregnant entitle to 16 weeks maternity leave and not less than weeks from expected date of delivery with full salary P.S.R. code?\nA.	P.S.R. 200216\nB.	P.S.R. 200316\nC.	P.S.R. 100218		\nD.	P.S.R. 300216\nAnswer: C\n\n63.	The aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve month shall be given forty-two calendar days which of the P.S.R. code?A.	062231\nB.	100218			\nC.	200218\nD.	100318\nAnswer: B\n\n64.	This is the additional time spent outside the approved time of work called \nA.	Under time allowance B.	Under time gift\nC.	Over time allowance	\nD.	Over time gift\nAnswer: C\n\n65.	The hotel accommodation allowance for officer newly appointed shall be eligible for hotel accommodation for 28 days in lieu of hotel accommodation in which P.S.R. code?\nA.	501301			\nB.	105130\nC.	130105\nD.	135010\nAnswer: A\n\n66.	Officer permitted to attend a course of instruction will refund to government all expenses connected therewith, under which P.S.R. code?A.	120301			\nB.	301120\nC.	120031\nD.	201301\nAnswer: A\n\n67.	The officer required to give three (3) months notice to retire from service before the effective date if retirement is known as\nA.	Casual leave\nB.	Sick leave \nC.	Terminal leave		\nD.	Sport leave\nAnswer: C\n\n68.	The absence of an officer on grade level 15 or equivalent and above from duty for the purpose of research either within or outside Nigeria is called \nA.	Sick leave \nB.	Relieved leave\nC.	Sabbatical leave 		\nD.	Study leave\nAnswer: C\n\n69.	Study leave is the leave granted to a confirmed serving officer to undertake an approved course of study within or outside the country under which P.S.R. code?\nA.	228100\nB.	232100\nC.	100223\nD.	310022    \nAnswer: B\n\n70.	The condition under approval of study without pay can be found under which P.S.R. code\nA.	228100\nB.	100228		\nC.	202288\nD.	101022\nAnswer: B\n\n71.	Study leave with pay shall be granted to an officer with normal emolument and allowance shall not exceed two year under which P.S.R. code?\nA.	100226		\nB.	226100\nC.	100622\nD.	610021\nAnswer: A\n\n72.	The authorized absence of an officer from duty specific period is known as\nA.	Tax\nB.	Transfer \nC.	Leave 		\nD.	Relocate \nAnswer: C\n\n73.	Below are the definition of transfer except (P.S.R. 130133) \nA.	 Transfer from station to another during a tour of service\nB.	Transfer from one station to another on return from leave\nC.	Transfer or secondment from the  services of another government in the federation \nD.	Removed from one section to another 	  Answer: D\n\n74.	A place where an officer could be reached during his/her leave period is called\nA.	Market address\nB.	House address\nC.	Leave address			\nD.	Hospital address\nAnswer: C\n\n75.	Any leave due to an officer in a year for the service rendered to government is called\nA.	Earned leave		\nB.	Account leave \nC.	Tax leave\nD.	Revenue leave\nAnswer: A\n\n76.	The resumption expired date of duty can be found under which P.S.R. code?\nA.	105100\nB.	100105			\nC.	501100\nD.	500100 \nAnswer: B\n\n77.	The authorized absence of the an officer from duty for specific period under which P.S.R. code?\nA.	101100\nB.	100101			\nC.	002311\nD.	100201\nAnswer: B\n\n78.	Below are circumstance in which officers can work overtime P.R.S 130121 except\nA.	On special assignment\nB.	Period of budgetary preparation \nC.	Period of closing of annual account \nD.	When your relieve is not around.    \nAnswer: B\n\n79.	Form Gen. 60 is a staff record form according to which P.S.R code?\nA.	020208		\nB.	200208\nC.	208200\nD.	802001\nAnswer: A\n\n80.	The ways of communication  in civil service is\nA.	By handing over note\nB.	Movement\nC.	Sender\nD.	Non of the above\nAnswer: A\n\n81.	The summary of important subject matters attention is called \nA.	Account\nB.	Briefs 		\nC.	Data \nD.	Subject\nAnswer: B\n\n82.	A statement of facts which can be issued to send ideas, findings  and recommendation after investigations of a specific assignment called\nA.	Briefs \nB.	Report 	\nC.	Circular \nD.	Letter \nAnswer: B\n\n83.	The two critical areas used in APPEAR forms is called\nA.	Excellent and good		\nB.	Excellent and fair\nC.	Excellent and bad\nD.	Good and bad\nAnswer: A\n\n84.	A set of write up that serves as an instrument notes for an officer to comply with them performing his/her official duty is called?\nA.	Notes for guidance 		\nB.	Treasure \nC.	Contract \nD.	Register \nAnswer: A\n\n85.	An officer who has passed the compulsory examination for confirmation in the service shall be eligible for promotion under which P.S.R. code?\nA.	020707\nB.	203001\nC.	34101\nD.	010700    \nAnswer: A\n\n86.	All officers appointed to the foreign service in whatever branch or grade are eligible for service abroad is stated under which P.R.S. code?\nA.	020707		\nB.	203001\nC.	340101\nD.	020700\nAnswer: A\n\n87.	Identity of petition includes the following except \nA.	Full name\nB.	Staff number\nC.	Signature and address\nD.	Pay slip		\nAnswer: D\n\n88.	Petition can be disqualified, if it contain the below quality according to rule 090208 except\nA.	Is illegal or meaningless\nB.	Does not comply with rule 090201\nC.	Must be abusive \nD.	Deals with a case in which legal action is pending in a court of law Answer: C\n\n89.	The absence of an officer from duty for period specified in rule 100203 as may authorized by a superior officer according to rule 100202 is called\nA.	Sick leave\nB.	Maternity leave\nC.	Annual leave		\nD.	Casual leave \nAnswer: C\n\n90.	When will an officer qualified to take another annual leave after the previous one as contain in the PSR 100203\nA.	Six months\nB.	A year\nC.	Three months \nD.	None months	\nAnswer: D	\n\n91.	_______ is a vacation granted to a new or retiring officer in proportion to the number of days he/she has put into the services PSR 100211\nA.	Annual leave\nB.	Study leave with pay\nC.	Pre-retirement leave\nD.	Proportionate leave   Answer: D\n\n92.	____ is the absence of an officer from duty for a short period not exceeding an aggregate of seven (7) Calendar days within a leave year as may be authorized b y a superior officer PSR 100214\nA.	Deferred leave\nB.	Casual leave\nC.	Maternity leave \nD.	Sabbatical leave   Answer: C	\n\n93.	Types of study leaves as contain in PSR 100224 are as follows except \nA.	In-service training \nB.	Study leave with pay \nC.	Out-service training \nD.	Study leave without pay	\nAnswer: D\n\n94.	Below are occasion when officer shall be eligible for appropriate estacode allowance at the prevailing rates PSR 120101\nA.	To undertake special duty abroad\nB.	To discharge official duties during vacation leave abroad\nC.	To undertake annual leave abroad\nD.	To undertake course of instruction abroad 	   Answer: C\n\n95.	Who give approval to the overseas duty tour by public servants and extacode allowance PSR 120102\nA.	Accountant General of the Federation\nB.	Auditor general of the Federation \nC.	Head of the civil service   \nD.	Head of the chief of Army/Police 	\nAnswer: D\n\n96.	____ is a monetary benefits other than salary granted to an officer for a special purpose PSR  130101\nA.	Allowance\nB.	Promotion areas \nC.	Duty tour allowance \nD.	Welfare allowance 		Answer: A\n\n97.	____ is granted enable pay lodging and feeding expenses during official tours duly approved by the official authority PSR 130106\nA.	Estacode allowance \nB.	Duty tour allowance 		\nC.	Kilometer allowance    		D.	Hotel allowance    Answer: B\n\n98.	____ is a course which an officer takes locally in Nigeria but outside his/her station PSR 130113\nA.	Orientation course\nB.	Human right course\nC.	Local course			\nD.	Promotion course   Answer: C \n\n99.	Forms of award in PSR 150104 includes the following except\nA.	Certificate\nB.	Medals \nC.	Shaking hands		\nD.	Cash/gift\nAnswer: C\n\n100.	_____ is a government –owned organized establish by statute to render specified services (s) to the public PSR 160101\nA.	Parastata			\nB.	Allowance \nC.	Service\nD.	Award \nAns awer: A\nFull list of Commissioners and Special Advisers together with their portfolio \nMr Afolabi Ayantayo – Commissioner for Establishment Training and Pensions \n\nMr. Jamiu Alli-Balogun – Commissioner for Basic Education \n\nMr Gbenga Oyerinde – Commissioner, Special Duties \n\nMr. Lawal Pedro (SAN) – Attorney-General and Commissioner for Justice  \n\nMr. Mobolaji Ogunlende – Commissioner for Youth and Social Development \n\nHon. Ibrahim Layode – Commissioner for Home Affairs and Culture  \n\nMrs. Toke Benson-Awoyinka – Commissioner for Tourism \n\nOlakunle Rotimi-Akodu – Special Adviser, Environment \n\nMr. Abdulkabir Ogungbo – Special Adviser, Taxation and Revenue  \n\nEngr. Abiola Olowu – Special Adviser, Commerce and Investment. \n\nDr. Adekunle Olayinka – Special Adviser, Works (to report to the Deputy Governor) \n\nMrs. Bolaji Cecilia Dada – Commissioner for Women Affairs and Poverty Alleviation \n\nMr. Idris Aregbe – Special Adviser, Tourism Arts and Culture  \n\nMr. Yakubu Adebayo Alebiosu – Commissioner Waterfront Infrastructure \n\nMr. Tokunbo Wahab – Commisioner for Environment  \n\nHon. Bola Olumegbon – Special Adviser, Central Business District (CBD) \n\nDr. Oreoluwa Finnih-Awokoya – Special Adviser Health  \n\nMr. Kayode Bolaji-Roberts – Local Government Affairs \n\n Mr. Moruf Akinderu Fatai – Commissioner for Housing \n\nMr. Seun Osiyemi – Commissioner for Transportation \n\nMs. Barakat Bakare – Special Adviser, Housing  \n\nProf. Akin Abayomi – Commissioner for Health  \n\nMr. Gbenga Omotoso – Commissioner for Information and Strategy  \n\nDr. Rotimi Fashola – Special Adviser Agriculture \n\nMr. Mosopefolu George – Commissioner for Economic Planning and Budget \n\nMr. Tunbosun Alake – Commissioner for Science and Technology  \n\nMs. Ruth Abisola Olusanya – Commissioner for Agriculture \n\nMrs. Kaosarat Folashade Ambrose – Commisioner for Industries, Trade and Investment \n\nDr. Olumide Oluyinka – Commissioner for Physical Planning \n\nMr. Yomi Oluyomi – Commissioner for Finance \n\nDr. Jide Babatunde – Special Adviser E-GIS \n\nDr Afolabi Abiodun Tajudeen – Special Adviser, Political, Legislative and Civic Engagement \n\nHon. Sola Shakirudeen Giwa – Special Adviser Transportation \n\nDr Mrs Iyabo Oyeyemi Ayoola – Special Adviser, Central Internal Audit \n\nMr Ajigbotafe Akinyemi – Commissioner, Wealth creation \n\nMr Nurudeen Lanre Yekini-Agbaje – Special Adviser, Rural Development and Chieftaincy Affairs \n\nMr Tolani Sule Akibu – Commissioner for Tertiary Education\n\nSenatorial Districts:\n\nLagos West - Dr. Idiat Adebule (Former Deputy Governor in Lagos State)\n\nLagos East - Hon. Tokunbo Abiru.\n\nLagos Central -  Hon. Wasiu Eshinlokun Sanni\n\n7 recent projects in Lagos State::\n\n- Lekki sea ports\n- Blue line rail ( Marina to Badagry Express way)\n- Red line rail ( Oyingbo to Agbado)\n- Lagos New Airport Terminal\n- imota rice mill\n- 4th Mainland Bridge ( second longest bridge in Africa)\n- Dangote refinery in lekki  ( crude oil)', 'https://teachers.com.ng/forums/topic/100-questions-and-answers-on-nigeria-public-service-rules-for-job-interview/', 13751, 13380, '2024-03-18 11:39:51', 0, 0, 0, 0, 'public'),
(135, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/confirmation-promotion-exam-vs-teachers-registration-council-of-nigeria-trcn/\">Confirmation/Promotion Exam Vs Teachers Registration Council of Nigeria (TRCN)</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/job-forum/\">Job Forum</a>', 'Confirmation exam is meant for only the newly employed in Lagos State Teaching Service Commission. It is a prerequisite for confirmation and later promotion.\n\nIf you do not work with Lagos State Government,  please don\'t waste N10,000, except your organisation demands for the exam, and I don\'t think it is possible. \nTeachers Registration Council of Nigeria (TRCN) is a professional body that conducts, screens, awards Certificate and license to every teacher who should have passed through NCE, Degree in Education or PGDE. \nIf you study any course without education, you need to do PGDE (Post Graduate Diploma in Education) before TRCN will issue you its Certificate.\n\nThank you. \n\nPls, do not fight. Emabinu', 'https://teachers.com.ng/forums/topic/confirmation-promotion-exam-vs-teachers-registration-council-of-nigeria-trcn/', 13752, 13380, '2024-03-18 11:54:15', 0, 0, 0, 0, 'public'),
(136, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/our-children-and-sexual-abuse/\">Our Children and Sexual Abuse</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/parents-teachers-forum/\">Parents Teachers Forum</a>', 'WE MUST TAKE CARE OF OUR CHILDREN.\n\nJust last term, a school staff noticed a girl of about age 9 entering the visitor’s toilet in the school after school hours. Shortly afterwards, her driver went in with her. They both came out much later. She said it didn’t occur to her that something fishy was going on till they came out looking uneasy. She regretted not investigating when the driver went in after the girl did. This is why we always call for perpetual vigilance by all child handlers.\n\nGrandfathers also abuse their grandchildren, yes! Grandfathers! On the outskirts of Lagos, a grandfather was caught on top of his granddaughter in an incidence that shocked family and neighbours.\n\nBiological Fathers and step-fathers too abuse their daughters, and the most appalling, some mothers know their husbands are molesting their daughters, yet they turn a blind eye because they don’t want to break their marriage.\n \nThey also claim it’s because they are not financially independent.\n\nOn a radio station recently, a girl called in that her dad was abusing her and before she could say another sentence, we heard her yell out ‘daaaaddddy’ and the phone went off.\n\n Obviously, the dad had yanked the phone off her! Another heart-wrenching case of a woman, a PhD holder who lost her 5 year old child to gonorrhea a few years ago, is still fresh in my memory. Her husband, had been molesting their two biological daughters; the 5 year old and a 13 year old. It was when they developed the symptoms that she found out that he had been molesting them for a while. She got him arrested but the next day, he was released by the police!\n\nMothers too abuse their sons. However, cases like this are quite few. In an African country recently, a single mother made her teen daughter watch her having sex with her boyfriend.\n\n‘Lesson’ teachers (private tutors) molest children at home as well. Even teachers abuse children right there in the school premises too.\n\n A teacher took a girl to the sick bay (imagine a sick bay without a nurse) and fondled her there. Even though she felt powerless to stop him, the girl got home and told her mother who went to her school the next day to report. To the chagrin of the mother, the management tried to water down the whole incidence and it caused a lot of rumpus in the school. The teacher was sacked eventually. Where is that teacher now? Your guess is as good as mine…in another school!\n\nIn a public school in Lagos, a male teacher would playfully touch the boys penis in the toilet and eventually masturbate them when they become aroused. Then, he would gather their semen with a clean white handkerchief which he would take away with him. He wasn’t discovered till one of the victims reported to his parents.\n\nParents also keep pornographic materials at home; the children stumble on them and begin to practice what they watch on each other. Sometimes, they watch such films at the neighbours’ and other places they go for sleepovers.\n\nThere is also peer sexual abuse , which can be heterosexual or homosexual in nature. Because their sexual appetite has been stirred too early, those who have been abused, boys particularly, get very adventurous and do what they have experienced with other children as little as age 2. \n\nJust last year, two 7 year old girls were caught kissing in the toilet in their (private) school. In yet another school, a boy and girl in primary three were caught wriggling on top of each other at the back of the school bus.\n\nThe most common form of peer abuse is the sibling-abuse which takes place between brothers and sisters, between brothers and brothers and between sisters and sisters. This is one type of abuse you should watch out for because it is so common! Many adult female survivors of child sexual abuse report that they were deflowered by their brothers or were in incestuous relations with their cousins.\n\nShop-attendants and ‘Mallams’ selling biscuits and other groceries in their ‘convenience kiosks’ have also made headlines for abusing children.\n\n One ‘mallam,’ abused several children in the same house that borders his shop. He would defile them after giving them sweets and then wipe their vagina with cotton wool, which he kept meticulously in a polythene bag. Your guess is as good as mine! What did he do with those cotton wools? Until he was caught, he was having a field day molesting those children.\n\n To the surprise of the NGO which took up the case, other residents were ready to bail the ‘mallam’ out because according to them, ‘he is the one to protect us from Boko Haram when they storm Lagos.’\n\nLandlords who are usually old retirees, usually sedentary and mostly indoors have also been caught molesting children of their tenants.\nStrangers also abuse children. A young woman said when she was age eight she was abused by a bricklayer when she went with her parents to inspect the house they were building. Her parents were on the ground floor while the assault took place on the 2nd floor. He grabbed her and fondled her private part. It was the first time she would be meeting the man and she just didn’t know what to do.\n\nFor another young lady, it was a public bus driver who pulled at her breasts when she was about to alight from his public bus on her way to school.\n\nFor the head teacher of a primary school, it was her family doctor who abused her when she went for malaria treatment at his hospital when she was eleven years old. This doctor told the mum on the first visit to the hospital that she should send her back for check up the next day when they visited the hospital initially. So, the next day, she went alone because the mum couldn’t go with her, and then he fondled her all over.\n\nChildren in orphanages, remand homes, home for the physically and mentally challenged also experience sexual abuse perpetrated by some staff of these institutions.\n\nAs you can see, the abuser can be anyone, absolutely ANYONE! Be vigilant, empower the child to say NO to a ’bad touch’                             April Is Child abuse awareness month, let\'s break the silence, Let every victim know that he\'s not alone, Help us share #AprilIsChildSexualAbuseAwarenessMonth', 'https://teachers.com.ng/forums/topic/our-children-and-sexual-abuse/', 13755, 13680, '2024-04-07 12:15:50', 0, 0, 0, 0, 'public'),
(137, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-plea-of-university-lecturers-to-teachers-in-private-and-public-schools/\">THE PLEA OF UNIVERSITY LECTURERS TO TEACHERS IN PRIVATE AND PUBLIC SCHOOLS</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/school-tiers/tertiary-institution-education/\">Tertiary (Institution) Education</a>', 'Dear secondary school teachers and school owners, please, help the students and the public by ensuring that students in your school write examinations by themselves and merit the grades they brandish on their SSCE results. \n\nWe are tired of seeing students with A1 in Mathematics but cannot resolve the smallest of fractions. A student with distinctions in Physics and chemistry but knows next to nothing about chemical reactions or energy conversion. Students with distinctions in Literature, Government, and CRS, yet blank on the differences between Drama and Prose Fiction, the forms of Government, and the significance of Religious stories. \n\nI had to ask some year 1 students to look for a tutorial teacher to help them with JS 3 and SS1 mathematics recently. The whole 16 of them in my Engineering class with excellent SSCE results are visibly confused at the sight of any arithmetic work. Their last semester\'s performance betrayed the several A1s and B3s on the WAEC  they carry about. \n\nThese students you help acquire grades they can\'t defend are usually frustrated in the ivory tower. Save them a voyage of pain and regrets in the future by ensuring they are well tutored and allowed to prepare and write their examinations unaided.', 'https://teachers.com.ng/forums/topic/the-plea-of-university-lecturers-to-teachers-in-private-and-public-schools/', 13756, 13744, '2024-04-07 12:19:14', 0, 0, 0, 0, 'public'),
(138, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-demands-of-the-labour-union-a-necessary-survival-struggle/\">The Demands of the Labour Union - A Necessary Survival Struggle.</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/politics/\">education and Politics Forum</a>', 'Due to an incessant dollar rise or other factors, prices of   food and commodities rise. Commodities that are normally bought by traders from the company for N10,000 to be sold at N12,000 (20% profit N2000), when the company price rises to N20,000 the same trader will sell the commodities at N24,000 (20% profit N4000). The profit commensurates with the rise in inflation. Operation What we buy we sell. They control their own salary immediately.\n\nAt this particular time, the service providers like barbers, tailors, bricklayers and drivers will also double their prices or wages. Even the house owners will double their house rents. Operation We Must Also Survive They control their own salary immediately.\n\nAlthough they complain, they manage their ways out of the inflation. But, what of the salary earners? Nobody cares. Their employers also keep quiet, even when they gain more. Government are not ready to raise their salary immediately\n\nThe consequence is that the food supposed to be taken by one person from the salary will be shared by three or four people just for the 200% inflation rise. I will explain.\n\nThe feeding money allocated for one person will ordinarily be shared by two people when the costs are doubled. But the situation is worse than this. Other fixed expenses like house rent, electricity bill, transportation fares etc are to be paid. These are sometimes supplemented by the insufficient feeding money.\n\nHow will the salary earners survive in this type of situation. Yet, he must be punctual and hardworking with the little food in him. He must pay for the exorbitant transportation fare, maintain his or her family etc. \n\nHow can a responsible man earning N100,000 (total take-home) manage with a wife and three children? Has he gone beyond his boundaries? Please good economists, help in this regard!\n\nWhat if the price now rises up to 300%-400% depending on the various commodities and services as the case is now in Nigeria within the last four years?\n\nThe traders maintain their percentage profit while the service providers keep on increasing their charges to fit in. They control their salary at every moment\n\nThe government (employers) now are adamant on 100% increase after serious but non-conclusive series of dialogue. They earmarked more than million as their own basic and eventually earning roughly N40,000,000 monthly (based on the then data exposed). There was enough money in Nigeria for this but their was no enough money to pay for the minimum salary less than N100,000.  What a disgusting unjustifiable difference and a symptom of corruptive inequality!\n\nSince an objective dialogue doesn\'t seem to be in our political culture, the Labour Union now resorts to downing tools.\n\nKudos to the empathetic citizens who put their legs in the labour\'s shoes, realistic of the horror the labours had been passing through all this while. Inflation skyrockets, salary remains static. Yet, duties are to be diligently performed without bribery and corruption.\n\n However, some inconsiderate and selfish people consisting majorly of some traders and service providers are now blaming the indefatigable Labour Union of aggressiveness and inconsideration. This, apparently, must be out of selfishness, wickedness or sheer ignorance. They think only of their own. They control their earnings every moment, but want labour to remain static even after 4 years since the last 2019 salary increment.\n \nWhat we should bear in mind is that possibly, as usual, the inflation still continues rising, and that though the salary is increased, its value is not maintained. So the victory should be significantly achieved.\n\nMy humble submission here are these:\n\n1) Some objective yardsticks should be used in measuring the rate of inflation since the last salary increase in 2019. Is the average increase in inflation in the general cost of living 200%, 300% or 400%? The government should consider this rate in increasing the basic salary.\n\n2) These yardsticks should also be used every year (12 months) to consistently relieve the economic pressure on the salary earners by annual adjustment of the salary\n\n3) Government should set up objective Machineries to regulate prices and stabilize the economy.\n\nNIGERIA WE HAIL THESE', 'https://teachers.com.ng/forums/topic/the-demands-of-the-labour-union-a-necessary-survival-struggle/', 13758, 13374, '2024-06-03 12:36:03', 0, 0, 0, 0, 'public'),
(139, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/much-ado-about-tinubu-slipping/\">Much Ado About Tinubu Slipping!</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/politics/\">education and Politics Forum</a>', 'I don\'t really understand the problems of Nigerians. Everything is politicized and treated with sentiments. What is the big deal about Tinubu slipping? So, a president never slips. Are they not human beings?\n\nTrump\n\n1. In 2017, Trump tripped on the stairs while boarding Air Force One at Andrews Air Force Base.\n2. In 2018, Trump almost fell while walking down a ramp at the White House during a ceremony.\n3. In 2020, Trump tripped on the stairs again while departing Air Force One at Joint Base Andrews.\n\nObama\n\n1. In 2009, Obama tripped on the stairs while boarding Air Force One at Chicago\'s O\'Hare International Airport.\n2. In 2011, Obama slipped on a wet pavement and almost fell while exiting a plane at Los Angeles International Airport.\n3. In 2012, Obama tripped on a rug while walking up the stairs at the White House.\n\nSleepy Joe\n\n1. In March 2021, Biden tripped on the stairs while boarding Air Force One at Joint Base Andrews.\n2. In June 2021, Biden stumbled and almost fell while walking up the stairs at the White House.\n3. In November 2021, Biden tripped on a wire and almost fell while exiting a stage at a campaign event in New York.\n\nGeorge W. Bush\n\n1. In 2005, Bush slipped on a wet pavement and fell while walking up the stairs at the White House.\n2. In 2006, Bush tripped on a loose paving stone while walking in Heiligendamm, Germany.\n3. In 2007, Bush stumbled and almost fell while walking up the stairs at the White House.', 'https://teachers.com.ng/forums/topic/much-ado-about-tinubu-slipping/', 13764, 13374, '2024-06-14 17:44:40', 0, 0, 0, 0, 'public'),
(140, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/are-you-mr-jarfa-a-question-for-you-and-me/\">Are You Mr Jarfa? A Question for You and Me!</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'THE WEAKNESS YOU IGNORE WILL TAKE ADVANTAGE OF YOU &#x1f917;\nTHERE is a man in KADUNA who has repeatedly accused Governor El Rufai\'s Goverment of massive corruption through the Media Houses.\n\nThe young man named \'JARFA\' was one day invited to the Government house by the Governor, who directed Mr. Jarfa to charter a \'KEKE NAPEP\' that he (the Governor) will pay when he arrived and that he had already instructed the security details at the gate for his free passage...\n\nMr. Jarfa arrived as instructed and the Governor told him to let the KEKE man go and that his men will drop him later...\n\nHe gave Mr. Jarfa N200,000.00 to pay the KEKE man as a way of empowering the poor rider as well as to let the KEKE man always remember the very day he brought a passenger to the Government House....\n\nThe Governor asked Mr. Jarfa upon his return from paying the KEKE man, \'\'What was the reaction of the KEKE man after giving him such a huge amount?\nMr. Jarfa answered that the KEKE man was actually dazed with shock!!!\n\nUnknown to Mr. Jarfa, the security details at the 2nd gate had been asked to stop the KEKE man and bring him back...\nWhen the KEKE man was brought back to the Governor, the Governor asked him, \'\'How much did Mr. Jarfa give you???\nAnd the KEKE man said N2,000.00.\nThis happened in the presence of \'Holier-than-thou\' MR. JARFA!\n\nThe Governor smiled and said, \'\'You see... from N200,000.00 to N2,000.00, you have pocketed N198,000.00 in a space of a second, only you!!!\nYou have lost the chance to own a brand new car. Look at the key here.\nI thought you were a honest man. I was even looking forward to working with you, but you have messed up, you are even worse! You can leave now with your N198,000.00. Thank you very much for coming!!!”\n\nSince that very day, Mr. Jarfa\'s voice has disappeared from the radar of Media Airwaves!!!\n\nMay our loyalty and honesty never be tested!! Most of us are Mr. Jarfa waiting to happen on Nigeria.\n\nThis is one of the most challenging stories I will ever read. \nGod, help my faithfulness to be truly faithful.&#x1f44b; That\'s the kind of followers we are, yet demanding much from leaders raised amongst us&#x1f446;. \nReal Change begins with me and You\n\nMay God help us all.&#x1f64f;', 'https://teachers.com.ng/forums/topic/are-you-mr-jarfa-a-question-for-you-and-me/', 13765, 13578, '2024-06-21 17:05:36', 0, 0, 0, 0, 'public');
INSERT INTO `teac_bp_activity` (`id`, `user_id`, `component`, `type`, `action`, `content`, `primary_link`, `item_id`, `secondary_item_id`, `date_recorded`, `hide_sitewide`, `mptt_left`, `mptt_right`, `is_spam`, `privacy`) VALUES
(141, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/how-richard-resolved-to-sacrifice-for-her-daughters-unique-victory/\">How Richard Resolved to Sacrifice for Her Daughters\' Unique Victory</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/motivation/\">Motivation</a>', 'A story of an exemplary resolution and inspiring sacrifice.\r\nIn 1980, a man named Richard turned on his television and saw a female player from Romania receiving a check for $40,000 after winning a tennis tournament. The whole scene was enough to shock Richard. This was more than his annual salary.\r\n\r\nWithin a few years, she decided that her daughters would also play tennis.\r\n\r\nAfter turning off the television, he sat down and wrote a 78-page document outlining a plan for his two young daughters to flee their hometown of Compton, California, an area known for notorious black gangster violence. Now there was also a problem that Richard didn\'t know anything about tennis, he didn\'t have the money to pay for his daughters to train for this expensive sport, and maybe it\'s incredible to you that his daughters weren\'t even born yet at that time.\r\n\r\nOver the next five years, he collected tennis-related magazines and video cassettes. He also taught himself to play tennis. Five years later, according to his plan, Richard had a tennis racquet in the hands of his two daughters, the same magazines and videos and what he had learned from them. All stopped, now he was also the father and coach of these little girls, he began to teach them the game of tennis. Unable to afford the basics of playing the game, Richard would go to local country clubs to collect used tennis balls from bins and load them into a shopping cart, so that his daughters could practice with these used balls on public tennis courts.\r\n\r\nRichard was overprotective and physically strong as a father, and was often beaten by local gang bullies while trying to protect his daughters from harassment during tennis training. On one occasion when he refused to leave the practice court with his daughters, they broke his nose, jaw and fingers, and knocked out several of his teeth. Richard wrote in his diary, \"After today, history will remember the \'toothless\' man as a monument of courage.\r\n\r\nSince tennis was a predominantly white sport at the time, people would stare and shout at the black family as Richard and his daughters traveled to various tennis courts for junior tournaments. Once the girls asked, \"Daddy, why do people stare at us so badly,\" to which he replied, \"Because they are not used to seeing such beautiful people before.\r\n\r\nThe wheel of time turned quickly and the calendar page turned sharply to the year 2000, when a tall, lean black girl set out on a journey to play the Wimbledon tournament final, and thousands of miles away from her native ghetto, Richard watched his eldest daughter play in the grass fields in front of London\'s elite, celebrities and royalty.\r\n\r\nThat was the time When no one had ever seen a tennis player with such a powerful serve and fast footwork, nor had they ever heard shots so loud. It\'s like every ball is being beaten and every ball is crying out in pain.\r\n\r\nWhen the girl reached a stage where victory was ahead of fear, the girl looked at her father standing in the stands who was encouraging her to achieve victory by shouting loudly. Richard always told his daughters, \"One day, we\'re going to win Wimbledon, and it\'s not going to be for us. It will be for the helpless and poor people of America. Richard\'s 20-year-long struggle plan had now reached a critical point in history.\r\n\r\nAs the opponent\'s ball hit the net, cameras caught a teary-eyed Richard dancing wildly as he watched his <strong>daughter Venus Williams</strong> win the first of her seven Grand Slam titles. Over the next several years, Richard also watched his <strong>youngest daughter Serena</strong> win 23 major tournaments and become one of the greatest tennis players of all time.\r\n\r\nFor all their success on the tennis court, what <strong>Venus and Serena</strong> endured off the court is the most impressive part of their journey. From spectators, who were given the nickname \"<strong>Williams Brothers</strong>\" because of their physique, to recent comments in the media calling Serena\'s mixed-race daughter \"chocolate milk,\" the two sisters\' resilient and kind personality had helped them stand up to racism and bigotry, their father said. The best way to avenge her is to answer with her racquet inside the tennis court, this inspiring struggle of these two sisters inspired black people and athletes around the world.\r\n\r\nRemember that a lonely person who has no one in the world except God, when he alone has a firm intention to achieve a goal, then the will of God is also added to that alone, which makes the impossible possible, you just have to choose your goal, then strengthen your resolve, and then trust in God and make every effort to achieve it, then you will reach this destination, and you will know that day that after every hardship, there is ease that is hidden from us.', 'https://teachers.com.ng/forums/topic/how-richard-resolved-to-sacrifice-for-her-daughters-unique-victory/', 13768, 13766, '2024-06-22 15:54:29', 0, 0, 0, 0, 'public'),
(142, 1, 'members', 'new_avatar', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> changed their profile picture', '', 'https://teachers.com.ng/members/admin/', 0, 0, '2024-06-22 17:45:04', 0, 0, 0, 0, 'public'),
(143, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/public-notice-from-the-nigerian-electricity-regulatory-commission-nerc/\">PUBLIC NOTICE FROM THE NIGERIAN ELECTRICITY REGULATORY COMMISSION (NERC)</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'PUBLIC NOTICE FROM THE NIGERIAN ELECTRICITY REGULATORY COMMISSION (NERC)\n\n@NERCNG is the body empowered to meet the yearnings of Nigerians for stable, adequate and safe electricity supply. The Commission, in a public notice released on Saturday, said it has taken the bull by the horn by releasing to the public, the rights of every electricity consumer to curb arbitrariness by the DisCos and aid consumers in fighting for their rights.\nThe NERC Acting CEO/Chairman, Dr. Anthony Akah, who personally signed the public notice titled “Good News For Electricity Consumers!” also said that henceforth.\n\n *1*. The Nigerian Electricity Regulatory Commission (NERC), has declared that it is illegal for any electricity Distribution Company (DisCo) to carry out disconnection of a customer’s power supply without prior notification in writing.\n\n *2*. “All new electricity connections must be done strictly on the basis of metering before connection. That is, no new customer should be connected without meter first being installed.\n\n *3*. “It is the customer’s right to be notified in writing ahead of disconnection of electricity service by the electricity distribution company serving the customer in line with NERC’s guidelines,” the public notice read.\n\nOther rights of the electricity consumer as contained in the public notice are as follows:\n\n *4.* “A customer who elects to procure meter under the Credited Advance Payment for Metering Implementation (CAPMI) Scheme must be metered within 60 days, after which the customer will neither be billed nor disconnected by the electricity distribution company.”\n\n *5.* “It is the customer’s right to transparent electricity billing. Unmetered customers should be issued with electricity bills strictly based on NERC’s estimated billing methodology.”\n\n *6.* “It is the customer’s right to prompt investigation of complaints arising from the customer’s electricity service disruption”.\n\n *7.* “It is not the responsibility of electricity customer or community to buy, replace or repair electricity transformers, poles and related equipment used in the supply of electricity.”\n\n *8.* “It is the customer’s right to contest any electricity bill. Any unmetered customer who is disputing his or her estimated bill has the right not to pay the disputed bill, but pay only the last undisputed bill as the contested bill goes through the dispute resolution process of NERC.”\n\nThe commission urged customers to send all complaints on electricity supply and other billing issues to the nearest business unit of the electricity company serving their premises.\n \nHowever, NERC said,\n\n *9.* “If your complaint is not satisfactorily addressed, you can forward your complaint to the NERC Forum Office within the coverage area of your electricity distribution company. Customers also have the right to appeal the decision of the forum at the NERC headquarters in Abuja.”\n\nThe Commission also published NERC Zonal Office Contacts for easier access and these are:\n\n• Joseph John *South-West* (08164201445)\n• Tony Ray Ene *South-South* (08130363581) \n• Ekeh Samuel Chukwuemeka *South-East* (08062219714) \n• Hassan GWANDU *North-West* (07061117416) \n• Mohammed Umar Fufore *North-East* (07061097132) \n• Friday Sule\n *North-Central* (07036948408).\n\nThe Commission urged customers to share this information and “help us protect your rights” but however warned against neglecting their obligations.\n\n“Note that you have an obligation to pay your valid electric bills, avoid meter by-pass or stealing of electricity and protect power infrastructure from being vandalised,” the agency stated.\n\n#KemKem', 'https://teachers.com.ng/forums/topic/public-notice-from-the-nigerian-electricity-regulatory-commission-nerc/', 13786, 13578, '2024-07-06 16:28:50', 0, 0, 0, 0, 'public'),
(144, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/aladdin-and-the-magic-lamp-aladdin-stories/\">Aladdin And The Magic Lamp - Aladdin Stories</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'Aladdin And The Magic Lamp\n\nLong time ago in China, there lived a poor boy, whose name was Aladdin. Aladdin lived with his mother. One day a rich and distinguished looking man came to their house and said to Aladdin\'s mother, \"I am a merchant from Arabia and want your son to come with me. I will reward him handsomely.\" Aladdin\'s mother instantly agreed. Little did she know that the man pretending to be a rich merchant was in reality a magician.\n\nNext day, Aladdin having packed his belongings left with the \'merchant\'. After many hours of traveling the \'merchant\' stopped. Aladdin too stopped, surprised that they should stop in such a desolate spot. He looked around; there was nothing in sight for miles.\n\nThe \'merchant\' pulled out some colored powder from his pocket and threw in the ground. The next instant the whole place was filled with smoke. As the smoke cleared, Aladdin saw a huge opening in the ground; it was a cave. The \'merchant\' turned to Aladdin and said, \"I want you to go inside this cave; there will be more gold than you have ever seen; take as much as you want. You will also see an old lamp; please bring that back to me. Here, take this ring; it will help you.\" Aladdin was very suspicious but the decided to do as was told.\n\nHe lowered himself into the cave, thinking all the while that it would be difficult to climb out without help. Aladdin entered the cave and just like the \'merchant\' had said saw gold, jewelry, diamonds and other valuables. He filled his pockets. When this was done, he looked for the lamp; it was lying in the corner, full of dust and dirty. He picked it up and ran to the cave\'s opening and shouted to the \'merchant\', \"I have your lamp. Can you please pull me out?\" \"Give me the lamp,\" said the \'merchant\'. Aladdin was not sure that he would be pulled out if he gave back the lamp; so he said, \"First, please pull me out.\"\n\nAladdin and The GenieThis angered the \'merchant\'. With a loud cry, he pulled out the same colorful powder and threw it on the cave opening, sealing it with a huge boulder. Aladdin was depressed. He thought, \"That was no rich merchant; he was surely a magician. I wonder why this lamp was so important to him.\" As he was thinking he rubbed the lamp. All of sudden a strange mist filled the room and from the mist emerged a stranger looking man. He said, \"My master, I am the genie of the lamp, you have rescued me; what would your wish be?\" Aladdin was scared but he said in quivering voice, \"Ta.. Take me back home.\"\n\nAnd the next moment Aladdin was home hugging his mother. He told her of the magician and the lamp. Aladdin again summoned the genie. This time when the genie appeared he was not scared. He said, \"Genie, I want a palace, not an old hut.\" Again to Aladdin and his mother\'s amazement in front of them was a magnificent palace.\n\nTime passed. Aladdin married the Sultan\'s daughter and was very happy. It so happened that the evil magician got to know of Aladdin\'s good fortune. He came by Aladdin\'s palace pretending to exchange old lamps for new. The princes, Aladdin\'s wife, not knowing the value of the lamp to Aladdin called out to the magician to wait.\n\nAs soon as the magician saw the lamp he grabbed it from the princess\' hand and rubbed it. The genie appeared, \"you are my master and your wish is my command,\" he said to the magician. \"Take Aladdin\'s palace to the great desert faraway from here,\" ordered the magician.\n\nWhen Aladdin came home, there was no palace and no princess. He guessed it must be the evil magician who had come to take revenge on him. All was not lost, Aladdin had a ring that the magician had given to him. Aladdin pulled out that ring, rubbed it. Another genie appeared. Aladdin said, \"Take me to my princess.\"\n\nSoon, Aladdin was in Arabia with his princess. He found his lamp lying on a table next to the magician. Before the magician could react, Aladdin jumped for the lamp and got hold of it. As soon as he had the lamp, Aladdin rubbed it.\n\nThe genie ap', 'https://teachers.com.ng/forums/topic/aladdin-and-the-magic-lamp-aladdin-stories/', 13788, 13172, '2024-07-28 10:37:30', 0, 0, 0, 0, 'public'),
(145, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-elephant-rope-belief-inspirational-story/\">The Elephant Rope (Belief) - Inspirational Story</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'The Elephant Rope (Belief):\n\nA gentleman was walking through an elephant camp, and he spotted that the elephants weren’t being kept in cages or held by the use of chains.\n\nAll that was holding them back from escaping the camp, was a small piece of rope tied to one of their legs.\n\nAs the man gazed upon the elephants, he was completely confused as to why the elephants didn’t just use their strength to break the rope and escape the camp. They could easily have done so, but instead, they didn’t try to at all.\n\nCurious and wanting to know the answer, he asked a trainer nearby why the elephants were just standing there and never tried to escape.\n\nThe trainer replied;\n\n“when they are very young and much smaller we use the same size rope to tie them and, at that age, it’s enough to hold them. As they grow up, they are conditioned to believe they cannot break away. They believe the rope can still hold them, so they never try to break free.”\n\nThe only reason that the elephants weren’t breaking free and escaping from the camp was that over time they adopted the belief that it just wasn’t possible.\n\nMoral of the story:\nNo matter how much the world tries to hold you back, always continue with the belief that what you want to achieve is possible. Believing you can become successful is the most important step in actually achieving it.', 'https://teachers.com.ng/forums/topic/the-elephant-rope-belief-inspirational-story/', 14617, 13172, '2024-07-29 02:13:59', 0, 0, 0, 0, 'public'),
(146, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/thinking-out-of-the-box-creative-thinking-inspirational-story/\">Thinking Out of the Box (Creative Thinking) - Inspirational Story</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'Thinking Out of the Box (Creative Thinking):\n\nIn a small Italian town, hundreds of years ago, a small business owner owed a large sum of money to a loan-shark. The loan-shark was a very old, unattractive looking guy that just so happened to fancy the business owner’s daughter.\n\nHe decided to offer the businessman a deal that would completely wipe out the debt he owed him. However, the catch was that we would only wipe out the debt if he could marry the businessman’s daughter.\n\nNeedless to say, this proposal was met with a look of disgust.\n\nThe loan-shark said that he would place two pebbles into a bag, one white and one black.\n\nThe daughter would then have to reach into the bag and pick out a pebble. If it was black, the debt would be wiped, but the loan-shark would then marry her. If it was white, the debt would also be wiped, but the daughter wouldn’t have to marry the loan-shark.\n\nStanding on a pebble-strewn path in the businessman’s garden, the loan-shark bent over and picked up two pebbles.\n\nWhilst he was picking them up, the daughter noticed that he’d picked up two black pebbles and placed them both into the bag.\n\nHe then asked the daughter to reach into the bag and pick one.\n\nThe daughter naturally had three choices as to what she could have done:\n\nRefuse to pick a pebble from the bag.\nTake both pebbles out of the bag and expose the loan-shark for cheating.\nPick a pebble from the bag fully well knowing it was black and sacrifice herself for her father’s freedom.\nShe drew out a pebble from the bag, and before looking at it ‘accidentally’ dropped it into the midst of the other pebbles. She said to the loan-shark;\n\n“Oh, how clumsy of me. Never mind, if you look into the bag for the one that is left, you will be able to tell which pebble I picked.”\n\nThe pebble left in the bag is obviously black, and seeing as the loan-shark didn’t want to be exposed, he had to play along as if the pebble the daughter dropped was white, and clear her father’s debt.\n\nMoral of the story:\nIt’s always possible to overcome a tough situation throughout of the box thinking, and not give in to the only options you think you have to pick from.', 'https://teachers.com.ng/forums/topic/thinking-out-of-the-box-creative-thinking-inspirational-story/', 14623, 13172, '2024-07-29 02:16:32', 0, 0, 0, 0, 'public'),
(147, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-group-of-frogs-encouragement-inspirational-story/\">The Group of Frogs (Encouragement) - Inspirational Story</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'The Group of Frogs (Encouragement):\n\nAs a group of frogs was traveling through the woods, two of them fell into a deep pit. When the other frogs crowded around the pit and saw how deep it was, they told the two frogs that there was no hope left for them.\n\nHowever, the two frogs decided to ignore what the others were saying and they proceeded to try and jump out of the pit. \n\nDespite their efforts, the group of frogs at the top of the pit were still saying that they should just give up. That they would never make it out.\n\nEventually, one of the frogs took heed to what the others were saying and he gave up, falling down to his death. The other frog continued to jump as hard as he could. Again, the crowd of frogs yelled at him to stop the pain and just die.\n\nHe jumped even harder and finally made it out. When he got out, the other frogs said, “Did you not hear us?”\n\nThe frog explained to them that he was deaf. He thought they were encouraging him the entire time.\n\nMoral of the story:\nPeople’s words can have a big effect on other’s lives. Think about what you say before it comes out of your mouth. It might just be the difference between life and death.', 'https://teachers.com.ng/forums/topic/the-group-of-frogs-encouragement-inspirational-story/', 14629, 13172, '2024-07-29 02:19:52', 0, 0, 0, 0, 'public'),
(148, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/a-pound-of-butter-inspirational-story/\">A Pound of Butter - Inspirational Story</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'A Pound of Butter (Honesty):\n\nThere was a farmer who sold a pound of butter to a baker. One day the baker decided to weigh the butter to see if he was getting the right amount, which he wasn’t. Angry about this, he took the farmer to court.\n\nThe judge asked the farmer if he was using any measure to weight the butter. The farmer replied, “Honor, I am primitive. I don’t have a proper measure, but I do have a scale.”\n\nThe judge asked, “Then how do you weigh the butter?”\n\nThe farmer replied;\n\n“Your Honor, long before the baker started buying butter from me, I have been buying a pound loaf of bread from him. Every day when the baker brings the bread, I put it on the scale and give him the same weight in butter. If anyone is to be blamed, it is the baker.”\n\nMoral of the story:\nIn life, you get what you give. Don’t try and cheat others.', 'https://teachers.com.ng/forums/topic/a-pound-of-butter-inspirational-story/', 14630, 13172, '2024-07-29 02:21:28', 0, 0, 0, 0, 'public'),
(149, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-obstacle-in-our-path-inspirational-story/\">The Obstacle In Our Path - Inspirational Story</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'The Obstacle In Our Path (Opportunity):\n\nIn ancient times, a King had a boulder placed on a roadway. He then hid himself and watched to see if anyone would move the boulder out of the way. Some of the king’s wealthiest merchants and courtiers came by and simply walked around it.\n\nMany people loudly blamed the King for not keeping the roads clear, but none of them did anything about getting the stone out of the way.\n\nA peasant then came along carrying a load of vegetables. Upon approaching the boulder, the peasant laid down his burden and tried to push the stone out of the road. After much pushing and straining, he finally succeeded.\n\nAfter the peasant went back to pick up his vegetables, he noticed a purse lying in the road where the boulder had been.\n\nThe purse contained many gold coins and a note from the King explaining that the gold was for the person who removed the boulder from the roadway.\n\nMoral of the story:\nEvery obstacle we come across in life gives us an opportunity to improve our circumstances, and whilst the lazy complain, the others are creating opportunities through their kind hearts, generosity, and willingness to get things done.', 'https://teachers.com.ng/forums/topic/the-obstacle-in-our-path-inspirational-story/', 14631, 13172, '2024-07-29 02:23:11', 0, 0, 0, 0, 'public'),
(150, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/let-the-butterfly-struggle-inspirational-story/\">Let the Butterfly Struggle - Inspirational Story</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'The Butterfly (Struggles):\n\nA man found a cocoon of a butterfly.\n\nOne day a small opening appeared. He sat and watched the butterfly for several hours as it struggled to force its body through that little hole.\n\nUntil it suddenly stopped making any progress and looked like it was stuck.\n\nSo the man decided to help the butterfly. He took a pair of scissors and snipped off the remaining bit of the cocoon. The butterfly then emerged easily, although it had a swollen body and small, shriveled wings.\n\nThe man didn’t think anything of it and sat there waiting for the wings to enlarge to support the butterfly. But that didn’t happen. The butterfly spent the rest of its life unable to fly, crawling around with tiny wings and a swollen body.\n\nDespite the kind heart of the man, he didn’t understand that the restricting cocoon and the struggle needed by the butterfly to get itself through the small opening; were God’s way of forcing fluid from the body of the butterfly into its wings. To prepare itself for flying once it was out of the cocoon.\n\nMoral of the story:\nOur struggles in life develop our strengths. Without struggles, we never grow and never get stronger, so it’s important for us to tackle challenges on our own, and not be relying on help from others.', 'https://teachers.com.ng/forums/topic/let-the-butterfly-struggle-inspirational-story/', 14637, 13172, '2024-07-29 02:28:20', 0, 0, 0, 0, 'public'),
(151, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/control-your-temper-inspirational-story/\">Control Your Temper - Inspirational Story</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-and-stories-forum/\">History and Stories Forum</a>', 'Control Your Temper (Anger):\n\nThere once was a little boy who had a very bad temper. His father decided to hand him a bag of nails and said that every time the boy lost his temper, he had to hammer a nail into the fence.\n\nOn the first day, the boy hammered 37 nails into that fence.\n\nThe boy gradually began to control his temper over the next few weeks, and the number of nails he was hammering into the fence slowly decreased.\n\nHe discovered it was easier to control his temper than to hammer those nails into the fence.\n\nFinally, the day came when the boy didn’t lose his temper at all. He told his father the news and the father suggested that the boy should now pull out a nail every day he kept his temper under control.\n\nThe days passed and the young boy was finally able to tell his father that all the nails were gone. The father took his son by the hand and led him to the fence.\n\n“you have done well, my son, but look at the holes in the fence. The fence will never be the same. When you say things in anger, they leave a scar just like this one. You can put a knife in a man and draw it out. It won’t matter how many times you say I’m sorry, the wound is still there.”\n\nMoral: Control your anger, and don’t say things to people in the heat of the moment, that you may later regret. Some things in life, you are unable to take back.', 'https://teachers.com.ng/forums/topic/control-your-temper-inspirational-story/', 14968, 13172, '2024-07-29 08:05:11', 0, 0, 0, 0, 'public'),
(154, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/how-to-research-your-essay-2/\">How to Research Your Essay</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/languages-and-linguistics-forum/\">Languages and Linguistics Forum</a>', 'RESEARCHING YOUR ESSAY\n\n The title\n\nIf you are planning your own title, make sure you deal with only one aspect of a subject. Don’t make the subject too broad. If you are given a title, make sure you fully under-stand it before starting work. Remember that the titles of some essays can cover several lines and more than one sentence.\n\nExample: GCSE Literature question\n\nLady Macbeth was a complex character who dominated her husband. With detailed reference to the text, show how she achieved her aims.\n\nDuring both your preparatory work and the actual writing of the essay, it is essential that you refer frequently to the title so that you are not tempted to wander off the point.\n\nThink about the following:\n\nWhat is the title asking you to do?\nAre there two parts to the question?\nWhat research do you need to do?\nWhat are the key words in the title?\nPlanning your research\n\nThe most obvious place to start your research is the library. Here you will find books on all topics classified by subject, magazines, newspapers and also archive material. Some of this may be on disk. Archive material is very useful if you wish to use ‘primary sources’ as they are called. These are original letters, diaries, books and periodicals. Librarians are usually very helpful so do ask if you are having difficulty finding something.\n\n \n\nVisiting and interviewing\n\nYou may need to visit places and people to learn more about your topic. ‘Experts’ in their fields are usually very happy to be interviewed provided they are given plenty of notice. It is also courteous to write a thank-you note afterwards. Make sure your questions are relevant and you have written them down.\n\nMaking notes\n\nAvoid copying down huge chunks of material. If you do, you might regurgitate it in your essay and be accused of plagiarism (passing someone else’s work off as your own). It will always be obvious to the marker when the work is not yours. To safeguard against this always ‘translate’ the original into your own words. Of course, you are entitled to quote directly from the text but in this case you must put quotation marks around the quote and acknowledge its source. (See Chapter 4.)\n\nBriefly write down the facts that you will need to use. If there are examples from a particular text that you may need, make a note of the book and the page number so that you can refer back to it. Use headings for your notes as this makes it easier when you start to write the essay.\n\nSometimes your essay will not need any research. Perhaps you are sitting an examination and therefore have all the facts in your head; it might be a personal experience piece or something that you have to work out for yourself. Whatever type of writing you are doing you must make notes first. Write down quickly all the things that come into your head relating to the title. Sentences are not important at the moment. Words or phrases are sufficient. It is important to get everything down before you forget it.\n\n \n\nMaking a bibliography\n\n Remember to keep a record of the books you use as you are usually required to identify your sources. Write a list of the books you have used stating the title, author, publisher and publication date. This is called a bibliography.\n\n \n\nPlanning the work\n\nAfter your note-taking, it is essential to plan your essay. Your notes do not constitute the plan. They have to be organised.\n\n\n\nParagraph 1\n\nIntroduction.\n\n\n\nParagraph 2\n\nShow her opinion of Macbeth by her response to his letter.\n\nHer cruel delight at the King’s prospective visit.\n\nHer domination of Macbeth when he enters.\n\n\n\nParagraph 3\n\nShe mocks Macbeth for his cowardice.\n\nShows herself to be without womanly feelings.\n\nForces him to do her will.\n\nBerates him when he returns with the bloody knives.\n\nContinues to mock him for his fear.\n\n\n\nParagraph 4\n\n\n\nBanquet scene.\n\nReminds Macbeth of his duties.\n\nCovers for him when he sees the ghost.\n\nBerates him in private for his behaviour.\n\n \n\nParagraph 5\n\nSumming up of ways she dominates.\n\nShe mocks him.\n\nHer own actions.\n\nForces him to do her will.\n\n \n\nParagraph 6\n\nConclusion.\n\n\n\n \n\n ', 'https://teachers.com.ng/forums/topic/how-to-research-your-essay-2/', 18862, 13174, '2024-08-01 02:29:43', 0, 0, 0, 0, 'public'),
(155, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/like-leaders-like-followers-reality-of-nigerians/\">LIKE LEADERS LIKE FOLLOWERS - REALITY OF NIGERIANS</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/social-science/sociology-forum/\">Sociology Forum</a>', 'It\'s a pity for this great nation Nigeria. A country full of wealth but yet the vast majority of her citizens suffer in serious hunger and abject poverty. A nation full of impractical leaders and unrealistic citizens.\r\n\r\nWho are to blame and who are to be blamed? The leaders blame the followers while the followers blame the leaders. Everyone claims to be right. An adage says, \"As the people are, so shall their leaders be\". The truth of this adage is verified in the social-economic and political situations of Nigeria. A country full of hypocrites and liars.\r\n\r\nThey sing \"Nigeria, we hail thee\" but their actions say \"Nigeria, we hate thee\". They promise now and then \"to be faithful, loyal and honest\" but both the leaders and the followers are practically deceitful, unreliable and corrupt. What a shame! Hypocrisy of the highest order!\r\n\r\nEverybody wishes Nigeria to be like countries overseas like America, United Kingdom, China and Saudi Arabia. However, can ordinary wishes take us anywhere. Do our characters support our wishes. Let\'s see it objectively:\r\n\r\n1. The Civil servant who steals public fund.\r\n\r\n2. The security personnel who collects bribe at the detriment of national security.\r\n\r\n3. The teacher who organizes special examination centers or give expo answers to students.\r\n\r\n4. The parents who pay for exam malpractice for their children.\r\n\r\n5. The students who practice exam malpractice to pass exams.\r\n\r\n6. The lecturer who gives out grades for money or sex.\r\n\r\n7. The Citizens who shunt queues and disobey traffic rules.\r\n\r\n8. The Politicians who Embezzles Public Funds.\r\n\r\n9. The Boss who give unmeritted favours to his subordinates on basis of religion, tribe, political and other social affiliations.\r\n\r\n10. The merchants who hoard goods to create deliberate artificial scarcity.\r\n\r\n11. The judges and lawyers who make ways for criminals to escape facing the wrath of the law.\r\n\r\n12. The Doctors who refer their patients to private facilities for personal gains.\r\n\r\n13. The engineers who construct below agreed standard facilities for personal gains.\r\n\r\n14. The youths who believe that shady and fraudulent acts are the best ways of hustling struggling for wealth.\r\n\r\n15. The common poor man who is praying and waiting for an opportunity to be in any of the above mentioned situation and do the same or even worse.\r\n\r\n16. The Imam and pastors who are devil-incarnates engaging in fetish and immoralities.\r\n\r\n17. The husbands and wives who had failed in their responsibilities as parents and heads of the family.\r\n\r\n18. Husbands and wives who engage in extra-marital affairs, and are still prominent leaders in churches and mosques.\r\n\r\n19. Youths whose lifestyle is adultery and fornication. They are openly proud to be gays and lesbians.\r\n\r\n20. Protesting youths who burn government properties and burgle public offices.\r\n\r\nLet\'s think deeply about it and amend our ways if we sincerely wish that Nigeria become like the great countries of the world.\r\n\r\nSolution is not by ordinary wish, prayer or protest. The solution and progress we hope for start with you and me. Hypocrisy and noise-making leads nowhere. Sincerity of purpose is what we need.\r\n\r\nApologies and kudos to the few great patriotic citizens of Nigeria who are sincere to their anthem and pledge. Your number may be too insignificant, your persistent drops of sweat will soon bear significant results for the nation.\r\n\r\nGOD bless us all. God bless Nigeria.', 'https://teachers.com.ng/forums/topic/like-leaders-like-followers-reality-of-nigerians/', 24046, 13331, '2024-08-04 17:52:29', 0, 0, 0, 0, 'public'),
(156, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/forum-etiquette/\">Forum Etiquette</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/administration/announcements/\">Announcements</a>', 'Etiquette\n1-It\'s a good idea to read through the information on the site and the other participant\'s comments before posting a comment.\n2- Always respect the views of other participants even if you don\'t agree with them.\n3- Be constructive. It\'s okay to disagree with other forum participants, just keep the comments positive.\n4- Always keep things civil. It is important to keep the comments focused on the issues rather than letting it deteriorate into personal insults.\n5- Once you\'ve left your comment keep an eye on the forum to see what other people have to say.\n6- If you feel that someone has insulted you, report their comment to the moderator. Don\'t perpetuate the dispute. The moderator will take a look at the comment in question and decide whether it should be removed.\n7- Stay on topic. These forums have been created for a specific purpose.\n8- Remember to turn off the \"CAPS LOCK\". Writing in ALL CAPS is the equivalent of SHOUTING and may be offensive.\n9- Choose one topic under which you would like to post each of your unique comments, and do not cut and paste the same comment into lots of different rule topics. These will be considered duplicates and may be removed.\n10- Don\'t be a “troll.” Trolls intentionally incite annoyance or offense. They do not participate constructively and do not add any value to the forum.\n11- Don\'t bully, harass or threaten other participants. If another participant proffers an opinion that you don\'t agree with, you have no right to demand that they support their position with a detailed reply. They do not have to respond to your questions. It is up to each individual to participate in the forum as much or as little as they wish.\n12- Please respect the moderators. Their job is to keep the forum safe and constructive so that everybody gets an opportunity to have his or her say.\n13- Try to avoid using acronyms or text talk. By sticking to plain English more people will understand the points you are trying to make.', 'https://teachers.com.ng/forums/topic/forum-etiquette/', 24963, 13232, '2024-08-05 08:45:37', 0, 0, 0, 0, 'public'),
(157, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/forum-moderation-rules/\">Forum Moderation Rules</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/administration/announcements/\">Announcements</a>', 'Comments that violate the terms of use agreement or that are unlawful may be removed by the moderator.\n\n1- Never post personal information about another forum participant. This includes identifying any individual by their real name if they have not already done so or providing personal contact information.\n2- Don\'t post anything that threatens or harms the reputation of any person or organization. If you wish to accuse someone of committing a crime or being an idiot this is not the place to do it.\n3- Don\'t post anything that could be considered intolerant of a person\'s race, culture, appearance, gender, sexual preference, religion or age.\n4- Don\'t be obscene and don\'t use foul language. Disguising swear words by deliberately misspelling them doesn\'t make them any less offensive.\n5- Don\'t personally insult or harass other participants. Focus on your substantive comments and not on other commenters, personally. Users are entitled to choose not to enter into debate with you.\n6- Don\'t post or link to inappropriate, offensive or illegal material. Inappropriate content is anything that may offend or is not relevant to the forum.\n6- Don\'t post any advertisements or solicitations, however much you believe in the service or product.\n8- Don’t post comments that promote or oppose any person campaigning for election to a political office or promote or oppose any ballot proposition.\n9- Don\'t complain about the moderation on the site; you may send a note to us(External link) if you are unhappy with a moderator’s decision.', 'https://teachers.com.ng/forums/topic/forum-moderation-rules/', 25114, 13232, '2024-08-05 11:26:11', 0, 0, 0, 0, 'public'),
(158, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/how-neco-did-injustice-to-education-and-teaching-profession/\">How NECO Did Injustice to Education and Teaching Profession</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'NECO has bitten more than she can chew and there should be consequences\n\n\nGood day all it\'s quite unfortunate in the lives of our Nation where we\'re preaching tolerance,forgiveness,patience,harmony irrespective of different tribes and tongues especially during the recently conducted Nationwide protest tagged \"End Bad Governance\" in which some protesters lost their lives,quite unfortunate.\n\nWe\'re still trying to heal up from the wounds,pains and memory of that,now NECO is insulting Teachers through part of sections captured in Igbo essay question,are they sensitive at all?\n\nWhat an assault,effontery,alleniation of the teaching profession and we ought not to take it lightly.We are giving NECO stipulated days as itemized by the leadership of NUT at the federal level to tender unreserved apology to we Teachers in daily newspapers,electronic media,conventional media and on all their social media platforms.\n\nUntil they do the needful,in the spirit of camaderie(injury to one is injury to all) I want to imploy all colleagues,associates to dissociate from NECO activities especially  Adhoc and aspiring adhoc staffs that assist in coordination and marking of their exams which is even around the corner.\n\nSome of the excerpts of the derogatory messages are itemized below\n\nTeaching is a noble profession but teachers are never noble\n\nTeachers are all mathematicians,they are regarded so because they calculate and recalculate their budgets\n\nWhoever God wants to punish;pushes him to be a School Master there he dreams for wealth that is far away\n\nMy question to NECO if they\'re not proud of the profession what are they still doing as examination body conducting exams for our learners?\n\nIf someone gives you food and because of that he feels he can insult you on it, it\'s better you throw his food on him and tell him to go to hell.God who provide for the ravens,birds of the air,beasts of the field,fishes in the water will surely prove himself and provide for us(Teachers)\n\nIncase you don\'t know this damaging context will go far in the lives of the learners,how many of them will want to take up teaching profession as a career in near future especially when the crops of we,professionals will be old and bowing out in service by then?\n\nAm pained with this development and I think you as a practicing teacher should be likewise.\n\nOnce more I think NECO has bitten more than she can chew and there ought to be consequences to this development!\n\n\n              SEA&#x270d;&#xfe0f;', 'https://teachers.com.ng/forums/topic/how-neco-did-injustice-to-education-and-teaching-profession/', 42488, 13578, '2024-08-18 05:38:56', 0, 0, 0, 0, 'public'),
(159, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/abductor-killed-two-captured-in-rescue-operation-of-20-medical-students/\">Abductor killed, two captured in rescue operation of 20 medical students</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'Abductor killed, two captured in rescue operation of 20 medical students\n• Victims moved to Abuja\n\nAugust 25, 2024\n\nIt was a bloody day in Ajide forest, Benue State on Friday as security agents swooped on the gunmen who had been  holding 20 medical students of the Universities of Jos and Maiduguri captive.\n\nThe abductors had demanded a N50million ransom to free the victims  but the government was not prepared to meet such a demand.\n\nForce became inevitable and a shootout soon ensued.\n\nIt was not clear yesterday who fired the first shot ,but by the time the dust settled,one of the bandits  had been gunned down and two others captured by the security team comprising soldiers, members of the Police Special Squad and Department of State Security (DSS) operatives.\n\nAll the victims were rescued alive nine days after they were seized on the Otukpo-Enugu Highway.\n\nThey were moved to Abuja yesterday by the Office of the National Security Adviser which co-ordinated the rescue operation for post-traumatic stress disorder (PTSD) treatment.\n\nThey were Enugu bound on the fateful day to participate in the annual convention of the Federation of Catholic Medical and Dental Students before they ran into the gunmen that abducted them.\n\nA security source confirmed the death of the kidnapper and the arrest of two others.\n\nThe Nation gathered that the security operatives had massed around Ado and  Okpokwu Local Government Area where the forest is located preparatory to their storming the kidnappers den.\n\nDeployed to assist them in the operation were drones and helicopters.\n\nThe Benue State Police Command broke the news of the rescue late Friday but gave no details.\n\nThe Chief spokesman for the Police Olumuyiwa Adejobi said yesterday that no ransom was paid for the freedom of the victims.\n\nOlumuyiwa ,in a terse statement on his  X handle  @Princemoye1 said: “We confirm the release of our brothers and sisters and some other Nigerians who have been in captivity on Friday 23rd August 2024 in Ntunkon forest, Benue State. Without any ransom paid. Contrary to some tweets and unconfirmed stories that some money was paid, no kobo was paid to release them. They were actually rescued tactically and professionally. We commend the security agencies, locals, and ONSA for their commitment and resilience. Thanks to you all. More details soon. “\n\nUNIJOS VC: It’s the Lord’s doing\n\nThe Vice Chancellor of the University of Jos, Prof. Tanko Ishaya was all joy yesterday as he savoured the  rescue of his students.\n\n“Absolutely.We’ve been very, very glad since last night when we  received that good news,” he said on phone yesterday.\n\nHe added: “It is  a great, great relief for  the university management and of course the parents, who had been suffering psychological trauma, and all the students themselves. It was quite a great relief for us.”\n\nAsked how he felt when the news of the rescue first reached him, he said: “Of course, when we got the information, some of us stayed on until we were sure and told that all the students were actually with the security agencies.”\n\nHe said no ransom was paid to the gunmen.\n\nHe expressed gratitude to the federal government, the NSA and the security agents for getting the students freed.\n\nHe looked forward to seeing the students and taking  them “straight to the Jos University Teaching Hospital to make sure that they are medically and psychologically revived and stabilised before they are integrated back into the society and into the university system.”\n\nOn his reacting to the abduction,he said: ” when we heard about the kidnap issue, the first thing that came to my minds was, what do we do to get this students out? Immediately, the first thing that we did was to go and report to the security agencies.\n\n “But beyond the efforts of the security, we raised a prayer altar, and we kept praying that nothing harmful should befall these students and when we got in touch with the various security agencies, they kept giving us assurances, particularly myself (the Vice Chancellor), as we kept on discussing with the team from the security adviser’s office, STF Commander, DSS directors, the Police.\n\n“They kept giving us assurances, that by the grace of God nothing would happen to them and we were just praying and hoping the students would be released.The security agencies kept their promises, and our students have been released. And to the best of my knowledge, no ransom was paid for their release.”', 'https://teachers.com.ng/forums/topic/abductor-killed-two-captured-in-rescue-operation-of-20-medical-students/', 49735, 13578, '2024-08-26 07:20:27', 0, 0, 0, 0, 'public');
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(160, 1, 'groups', 'created_group', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> created the group <a href=\"https://teachers.com.ng/groups/health-and-security/\">Health And Security</a>', '', 'https://teachers.com.ng/members/admin/', 6, 0, '2024-08-30 17:27:44', 0, 0, 0, 0, 'public'),
(161, 1, 'groups', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/groups/health-and-security/forum/topic/drugs-commonly-abused-their-side-effects-and-dangers/\">DRUGS COMMONLY ABUSED - THEIR SIDE EFFECTS AND DANGERS</a> in the forum <a href=\"https://teachers.com.ng/groups/health-and-security/forum/\">Health And Security</a>', 'DRUGS COMMONLY ABUSED - THEIR SIDE EFFECTS AND DANGERS:\n\n 1.  DICLOFENAC \n\nA lot of people pop these pills for pains, menstrual pains and bone pains the so-called \"RHEUMATISM\"\n\n When misused, it can cause: \n1. Ulcers\n2. Internal bleeding\n3. Heart attack\n4. Stroke in the Brain\n5. Liver damage\n6. Kidney damage\n\n\n\n 2.  POSTINOR \n\nThis is now like Tomtom in people\'s purses and bags. A common oral contraceptive used by sexually active women to prevent pregnancy\n\n When misused, it can cause: \n1. Abnormal menstruation\n2. Painful menses\n3. Bleeding\n4. Hair loss\n5. Headache\n6. Increased chances of Breast cancer.\n\n\n\n 3.  FELVIN \n\nThe drug is Piroxicam. It belongs to a class called NSAIDS (Just like Diclofenac). It is used during Menstruation for Menstrual pains by a lot of women\n\n When misused, it can cause: \n1. Ulcer\n2. Hypertension\n3. Hearing problem\n4. Kidney damage\n5. Problems with the Pancreas\n6. Liver damage.\n\n\n\n 4.  COUGH SYRUP \n\nYou will wonder why Cough syrups are a best seller in Pharmacies,  especially the ones with Codeine. Has various constituents but a lot of people take it like Fanta &amp; mix in drinks\n\n When misused, it can cause: \n1. Psychiatry problems like Hallucinations, Delusions\n2. Addiction\n3. Sudden death\n\n\n\n 5.  IBUPROFEN \n\nCommon pain medicine is taken by a lot of people. Common also among the elderly when they say they have \"Rheumatism\"\n\n When misused, it can cause: \n1. Internal bleeding\n2. Hypertension\n3. Heart attack\n4. It can trigger an asthmatic attack\n5. Kidney failure\n6. Increases your risk of Abortion (controversial)\n\n\n\n 6.  COFFEE \n\nCoffee contains Caffeine it has become like daily water for some people.\nExecutives, students &amp; anyone who wants to stay alert have experimented\n\n When misused, it can cause: \n1. Hypertension\n2. Sleep problems\n3. Anxiety\n4. Headache\n5. Abnormal beating of the heart\n6. Not safe in Pregnancy\n\n\n\n 7.  TETRACYCLINE \n\nA common one is Doxycycline a lot of people admitted to using it for \'toilet infection\' (so-called) and abortion\n\n When misused, it can cause: \n1. Liver damage\n2. Skin problems\n3. Hearing problem\n4. It crosses the Placenta and damages the baby\'s bones and teeth\n5. A No No if you\'re pregnant.\n\n\n\n 8.  VITAMIN C \n\nIt might look like that small orange pill or sweet white pill. It is like Chewing gum for some people\n\n When misused, it can cause: \n1. Excess and overdose of it can increase your chances of having a Kidney stone which can damage the Kidneys.\nEspecially when one has a background kidney problem.\n\n\n\n 9.  PARACETAMOL \n\nOne of the most available pain killers and with just 100 naira, you can purchase it.\nSome people even use it in cooking meat to make Meat tender/soft, which is too wrong. And dangerous for the health.\n\n When Paracetamol is overused, it can cause: \n1. Liver damage\n2. Kidney damage.\n\nAlso, be careful with paracetamol in children.\n\n\n\n 10.  FLAGYL \n\nThis is one of the most abused Antibiotics in Nigeria. People take it like they are taking candy bars. Any small diarrhoea, they take it.\n\n Some side effects if abused are: \n1. It can reduce the blood cell count.\n2. It can damage the brain and nerves\n3. Not best safe early in Pregnancy\n4. It has a controversial link to Cancer in Animals.\n\n\n\n 11. ALABUKUN \n\nAlabukun powder contains aspirin and caffeine. A lot of people use it for pain relief, especially bricklayers and heavy-duty workers\n\n Some dangers if abused: \n1. Ulcers\n2. Bleeding\n3. Liver damage\n4. Kidney damage\n5. Heart attack\n6. Hypertension.\n7. One can even bleed to death\n\n\n\n 12.  AMPICLOX \n\nIt contains Ampicillin and Cloxacillin. It is now a drug people run to \'flush\' their system after sex, abortion or treat so-called \"Toilet infections\".\n\n Some dangers if abused: \n1. Dangerous in people with penicillin allergy. (Bad reactions)\n2. Seizures\n3. Damage the muscles\n4. Kidney problems.\n\n\n\n 13. CYPROHEPTADINE \n\nThe common brand is Cypri Gold. People have abused it, because it can stimulate appetite, in a bid to gain weight.\n\n Some dangers if abused: \n1. It can affect blood cells\n2. Damage to the liver\n3. Cause poor sleep\n4. Abnormal handshaking\n5. Ringing in ears\n6. Mess your menses up\n7. Low blood pressure.\n\n\n\n 14.  LEXOTHAN \n\nOne of the most abused drugs by Nigerians in a bid to get good sleep. It sedates\n\n Some dangers if abused: \n1. It can be addictive\n2. Dizziness and memory problems,\n3. Reduce libido,\n4. Liver damage\n\nStopping it suddenly after long abuse is also dangerous (See a Doctor to guide you ).\n\n\n\n 15.  TRAMADOL \n\nTramadol is meant to be a tightly regulated drug, but sadly in Nigeria even with 50 naira, you can get it on the streets.\n\n Some dangers if abused: \n1. Addiction can cut off your breathing\n2. Seizures\n3. Seeing things not there\n4. Headache, \n5. Anxiety.\n\n\n\nLet\'s Share this information to save our clients from Drug abuse and its devastating effects.', 'https://teachers.com.ng/groups/health-and-security/forum/topic/drugs-commonly-abused-their-side-effects-and-dangers/', 6, 49767, '2024-08-30 17:29:19', 0, 0, 0, 0, 'public'),
(162, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/18-years-age-minimum-age-for-senior-school-certificate-examination-ssce/\">18 Years Age Minimum Age For Senior School Certificate Examination (SSCE)</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/school-tiers/senior-secondary-school-education/\">Senior Secondary (School) Education</a>', 'By Elvis Eromosele\r\n\r\nProfessor Tahir Mamman, Nigeria’s Minister of Education, recently announced a policy setting the minimum age for writing the Senior Secondary School Certificate Examinations (SSCE) at 18 years, starting from 2025. This decision has sparked widespread criticism from education stakeholders, who view it as a regressive step that fails to consider the realities of modern education. The new age limit rather than enhancing educational outcomes, risks stifling student progress and diminishing the quality of education in Nigeria.\r\n\r\nSetting the minimum age for SSCE at 18 years is out of step with the global trend toward encouraging early academic achievement. Nigeria’s 6-3-3-4 educational system, which anticipates students finishing secondary school by age 18, does not account for the diverse academic paths students might take. Many students, particularly those who are gifted or started school early, complete secondary education well before turning 18. Imposing an age limit would unfairly penalize these students, forcing them to wait unnecessarily, which is both a waste of time and an impediment to their academic and professional growth.\r\n\r\nMaintaining the minimum age for SSCE at 16 years, as has been the practice, is a more balanced and sustainable approach. It allows academically ready students to progress to tertiary education without delay while ensuring those who need more time can take it without undue pressure.\r\n\r\nMany 16-year-olds are mature enough to handle the demands of higher education, and the current policy of allowing SSCE at 16 has produced generations of successful graduates who have excelled in various fields. There is no evidence raising the age limit would lead to better outcomes; on the contrary, it could increase student frustration and dropout rates.\r\n\r\nThe policy is particularly problematic for gifted children, who often progress through school at an accelerated pace. Forcing them to wait until 18 years to take the SSCE disregards their unique needs and potential, stifling their intellectual growth. Professor Mamman’s dismissal of gifted children as a minority is troubling. Gifted children are a vital part of the nation’s future, and their needs should not be ignored.\r\n\r\nMoreover, the policy raises concerns about what students will do during the two years they must wait before writing the SSCE. The Nigeria Union of Teachers (NUT) rightly warns that “the devil finds work for idle hands.” Forcing students to remain idle for two years is not only wasteful but potentially dangerous, increasing the likelihood of disengagement from education and negative behaviours.\r\n\r\nA significant issue with the policy is the lack of consultation with key stakeholders in the education sector. A major decision like this should not be made unilaterally. The minister’s failure to engage with bodies like the National Council on Education (NCE), the NUT, and other relevant organisations is a serious oversight. Education policy should reflect the input and concerns of those directly involved in educating Nigerian students.\r\n\r\nProfessor Mamman’s justification for the policy – that students are not mature enough for tertiary education until they are 18 – is flawed. The minister appears too keen on fixing what is not broken. How is age an issue at this time when millions of school-age children are out of school? While 18 is the legal age of adulthood, maturity is not solely determined by age. Many students can handle the challenges of higher education at 16, especially in today’s fast-paced, information-rich world. Maturity is a function of age and experience, and students who have been well-prepared through secondary education are more likely to succeed in higher education, regardless of whether they are 16 or 18.\r\n\r\nInstead of implementing a blanket age limit, the government should focus on creating a more flexible and inclusive education system that caters to the diverse needs of Nigerian students. Several options are available:\r\n\r\nNumber one, the government should allow students to take the SSCE when they are academically ready, rather than at a specific age, ensuring evaluations are based on academic readiness, not chronological age.\r\n\r\nTwo, we would need to establish and expand programs for gifted students, allowing them to progress at their own pace rather than being held back by arbitrary age limits.\r\n\r\nIn addition, the country must be ready to provide students with better career guidance and counselling to help them make informed decisions about their educational and career paths, regardless of age.\r\n\r\nFurthermore, greater parental involvement in the education process should be encouraged to ensure students are neither pressured into exams prematurely nor held back unnecessarily.\r\n\r\nEducation is the cornerstone of national development. The policies governing it should be based on evidence, not assumptions. Setting the minimum age for the SSCE at 18 years is a regressive step that could do more harm than good. By maintaining the current age limit of 16 years and implementing sustainable solutions, the government can ensure Nigerian students have the best chance to succeed in their academic and professional lives.\r\n\r\nIf left unchallenged, Professor Mamman’s policy will stifle the potential of Nigerian students and set the education system back by decades. It is imperative that stakeholders – including the National Assembly, parents, educators, and civil society – resist this policy and advocate for a more flexible, inclusive, and forward-looking approach to education in Nigeria. The future of the nation’s youth, and indeed the future of Nigeria itself, depends on it.\r\n\r\n• Eromosele, a corporate communication professional, writes via elviseroms@gmail.com', 'https://teachers.com.ng/forums/topic/18-years-age-minimum-age-for-senior-school-certificate-examination-ssce/', 49769, 13741, '2024-09-03 09:54:12', 0, 0, 0, 0, 'public');

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(12, 1, 21, 10, 'friends', 'friendship_request', '2023-03-01 15:24:45', 0),
(13, 21, 1, 10, 'friends', 'friendship_accepted', '2023-03-01 20:24:08', 0),
(14, 21, 1, 0, 'poke', 'user_poked_back', '2023-03-01 20:34:34', 0),
(15, 19, 21, 21, 'circle', 'user_added', '2023-03-02 18:31:50', 1),
(16, 19, 21, 0, 'poke', 'user_poked', '2023-03-02 18:32:45', 1),
(17, 19, 18, 11, 'friends', 'friendship_request', '2023-03-04 12:28:09', 0),
(18, 14, 18, 12, 'friends', 'friendship_request', '2023-03-04 12:29:10', 1),
(19, 1, 18, 13, 'friends', 'friendship_request', '2023-03-04 12:29:33', 0),
(20, 16, 18, 14, 'friends', 'friendship_request', '2023-03-04 12:29:53', 0),
(21, 20, 18, 15, 'friends', 'friendship_request', '2023-03-04 12:30:10', 1),
(22, 18, 16, 14, 'friends', 'friendship_accepted', '2023-03-04 12:41:55', 0),
(23, 21, 16, 7, 'friends', 'friendship_accepted', '2023-03-04 12:41:59', 0),
(24, 14, 16, 16, 'friends', 'friendship_request', '2023-03-04 12:44:26', 1),
(25, 1, 16, 17, 'friends', 'friendship_request', '2023-03-04 12:44:34', 0),
(26, 19, 16, 18, 'friends', 'friendship_request', '2023-03-04 12:44:47', 0),
(27, 20, 16, 19, 'friends', 'friendship_request', '2023-03-04 12:45:06', 1),
(28, 20, 16, 0, 'poke', 'user_poked', '2023-03-04 12:46:10', 1),
(29, 21, 13368, 1, 'gdbbx', 'gdbbx_thanks_received', '2023-03-07 00:36:54', 1),
(30, 22, 1, 0, 'poke', 'user_poked', '2023-03-09 01:08:27', 1),
(31, 19, 13436, 16, 'forums', 'bbp_new_reply_13372', '2023-03-09 16:47:13', 0),
(32, 22, 16, 0, 'poke', 'user_poked', '2023-03-09 18:32:43', 1),
(33, 22, 16, 20, 'friends', 'friendship_request', '2023-03-09 18:34:23', 1),
(34, 1, 16, 0, 'poke', 'user_poked', '2023-03-09 18:34:48', 0),
(35, 18, 1, 13, 'friends', 'friendship_accepted', '2023-03-10 22:03:12', 0),
(36, 16, 1, 17, 'friends', 'friendship_accepted', '2023-03-10 22:03:18', 0),
(37, 16, 1, 0, 'poke', 'user_poked_back', '2023-03-12 01:09:44', 1),
(38, 22, 18, 0, 'poke', 'user_poked', '2023-03-12 01:20:17', 1),
(39, 22, 66, 18, 'activity', 'new_at_mention', '2023-03-12 01:22:20', 1),
(40, 1, 67, 18, 'activity', 'new_at_mention', '2023-03-12 01:24:01', 0),
(41, 1, 2, 18, 'messages', 'new_message', '2023-03-12 01:25:57', 0),
(42, 1, 13365, 16, 'gdbbx', 'gdbbx_thanks_received', '2023-03-14 10:39:36', 1),
(43, 23, 13524, 1, 'wp_ulike', 'wp_ulike_topicliked_action', '2023-03-26 14:58:49', 1),
(44, 19, 13575, 1, 'gdbbx', 'gdbbx_thanks_received', '2023-03-27 21:40:18', 1),
(45, 23, 13524, 1, 'gdbbx', 'gdbbx_thanks_received', '2023-04-03 20:51:45', 1),
(46, 21, 13366, 1, 'gdbbx', 'gdbbx_thanks_received', '2023-04-03 20:53:24', 1),
(47, 18, 19, 11, 'friends', 'friendship_accepted', '2023-05-26 10:43:42', 0),
(48, 16, 19, 18, 'friends', 'friendship_accepted', '2023-05-26 10:43:53', 0),
(49, 21, 19, 6, 'friends', 'friendship_accepted', '2023-05-26 10:44:05', 0),
(50, 18, 6, 0, 'groups', 'group_invite', '2024-08-30 17:27:43', 1),
(51, 16, 6, 0, 'groups', 'group_invite', '2024-08-30 17:27:44', 1),
(52, 21, 6, 0, 'groups', 'group_invite', '2024-08-30 17:27:44', 1);

-- --------------------------------------------------------

--
