Falling Standard Of Knowledge In Nigeria: Who Is To Be Responsibility?

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Examination malpractices are often referred to as wrongdoings before, throughout or following examinations. And, without mincing words, they’re having showing, negative consequences on the nation’s quality of education, just as numerous school leavers and graduates can no longer defend their certificates. As threatening as this endemic trend might appear, urgent measures need to be followed for the cankerworm never to ruin the nation’s potential absolutely before extended: it’s too critical to be neglected. And, this is actually, another cogent purpose Nigeria wants ethical renaissance and price regeneration in most areas of its national life.Image result for 2019 jamb runz

However, a applicable question any honest-minded Nigerians must question themselves at this point is: How did Nigeria get to the decadent state in its education industry? Just like some important stakeholders and professionals severally, have indicated genuine issues about the continuous damage continuous examination malpractices are causing on the nation, several facets have already been sophisticated because of this ugly development. The unbecoming inclination voraciously, remains to consume deep in to the cultural cloth, from the comfort of major colleges to tertiary institutions of learning throughout the jamb runz Nigerian Federation. It is no surprise then, that the Nigerian Union of Educators (NUT), of recent, passionately requested the National Construction to declare circumstances of disaster in the knowledge industry in order to consciously revamp the lost beauty of the once successful industry.

Let’s begin with Africans. Many Africans I came to know or proclaimed with are suspicious of and like to loathe, Nigerians. I don’t suggest this at the individual level. I’m speaking in combined or common terms. Everywhere I move, I hear Congolese, Togolese, Sierra Leoneans, Liberians and South Africans and the others talk sick of Nigerians. They loathe the truth that Nigerians are “too extreme,” “too unethical,” “love to show off their wealth,” and are “generally loud.” They link Nigerians (and Nigerians only) with “419” even if their particular nationals have now been caught doing criminal offences.

That Nigerians will be the nou’veaux riches in a few of these African-american countries is a supply of jealousy. However, when experienced, many of these Africans haven’t related to or professionally identified such new-Nigerians. They have just “heard about Nigerians” who match their problematic expectation. And they play the tune so loud to anyone they match, painting Nigerians while the enemy.

One in every five Africans is a Nigerian. Without Nigeria, near to 40% of sub-Saharan African countries could have found it difficult to get freedom or be in existence today. Our country stays the lifeline of a few African countries. Also some Caribbean countries are been served by Nigeria, economically; we staffed most of the medical features and schools. Because 1970 or thereabout, Nigeria has used billions of pounds towards peacekeeping and financial and political stabilization missions. Additionally, a large number of Nigerians have lost their lives in the support of the countries. But what do we get for every one of these initiatives? Scorn and ridicule and loathe?

Despite an express suggestion by the National Assembly that the Nigerian Universities should stop the conduct of post-Universities Matriculation Examinations (post-UME) tests being administered by these institutions, it is instructive that the concerned authorities need to improve on the internal elements of the Joint Admissions and Matriculation Panel (JAMB) and operations of connected examination bodies in Nigeria.

The Nigerian undergraduates are, supposedly, the harbingers and custodians of colossal sustainable growth within and outside the Nigerian society. This is owing to the scintillating proven fact that the knowledge of youngsters is determined by what the society deems fit for training and understanding at all quantities of the educational institutions.

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