By Yunusa Hamza Farin Dutse
(Uban Dawakin Katukan Dutse)
Professor Suwaiba Ahmad’s recent argument about the difference between the academic standards of the past and the grades being recorded by students today deserves serious reflection.
Her position is particularly significant given her experience in the education sector and her role as a policymaker and implementer of reforms as Minister of Education (State). Even before her appointment, she had lived and worked within the education system, as reflected in her résumé.
There was a time, particularly for those who passed through the education system from the late 1980s into the 1990s, when earning a credit was considered a significant academic achievement. Distinctions were relatively rare and, consequently, carried considerable weight.
A notable example was Sarki Abba of Science Secondary School, Dawakin Tofa, in the then Kano State. At the age of 16, he reportedly obtained nine distinctions in the West African School Certificate Examination. His exceptional performance attracted the attention of the West African Examinations Council (WAEC), which subjected his papers to further scrutiny to establish their authenticity and ensure that the results met the required standards.
His performance, which earned him straight A1s, reportedly made him the first recipient of the WAEC Merit Award. The achievement stood out because students were expected to demonstrate genuine understanding, discipline and commitment before earning their certificates.
Today, however, it is increasingly common to see students graduating with numerous distinctions, A’s and first-class results.
The question, therefore, is not whether today’s students are intelligent. Many are exceptionally brilliant. The real question is whether the standards, assessment systems and learning environments of today are comparable to those of previous generations.
Education is not simply about producing impressive grades. A student may graduate with excellent results, but society ultimately expects such a graduate to possess critical-thinking and problem-solving skills, effective communication abilities, integrity and the capacity to apply knowledge to real-life challenges.
Professor Suwaiba’s position should, therefore, be understood as a call for quality assurance and honest reflection, rather than an attempt to undermine today’s students.
We must ask ourselves: Are our students learning more, or are we simply becoming more generous with grades? If distinctions and A’s are becoming increasingly common, educational institutions must continuously examine whether these grades genuinely reflect improved learning outcomes.
At the same time, we must not romanticise the past. The older educational system had its own limitations, just as the present system has its challenges. Today’s students have access to technology, information and learning resources that previous generations could hardly imagine. Such advantages can and should translate into better academic outcomes.
The solution, therefore, is not to deny today’s students their achievements, but to ensure that an A remains an A because of demonstrated competence, rather than because academic standards have been lowered.
There is also a need for effective oversight by both chambers of the National Assembly through proper policy scrutiny and monitoring of examination and regulatory bodies. Agencies such as WAEC, the National Examinations Council (NECO), the National Business and Technical Examinations Board (NABTEB) and the National Board for Arabic and Islamic Studies (NBAIS), among others, must be adequately strengthened and supervised.
There is a need to guard against unhealthy rivalry, unnecessary competition and practices that could undermine the credibility of examinations in Nigeria. Greater attention must also be paid to teacher capacity, curriculum delivery, supervision and institutional accountability.
Universities, colleges and schools, whether publicly or privately owned, should be adequately regulated and supported to maintain standards that make academic qualifications meaningful both nationally and internationally.
Ultimately, the value of education goes beyond the grade written on a certificate. A distinction should represent knowledge, competence and character. A first-class graduate should be able to demonstrate the abilities that the certificate claims.
In this regard, I stand in solidarity with Professor Suwaiba’s call for a critical examination of our educational standards. Her argument provides an opportunity for educators, policymakers, parents, students and the wider society to have an honest conversation about the direction of our education system.
The goal should not be to return to yesterday simply because yesterday was different. Rather, we should build a better tomorrow where excellent grades and genuine competence go hand in hand.
Education must produce certificates that open doors — and graduates who are genuinely prepared to walk through them.
Yunusa Hamza Farin Dutse (Uban Dawakin Katukan Dutse) writes from Farin Dutse, Gwaram Local Government Area of Jigawa State, and can be reached via yunusafarindutse@gmail.com.
