Connect with us

Education

ASUU N284bn Request For Earned Allowances Not Implementable–FG

Published

on

asuu

 

 

Federal Government has written off the possibility of bankrolling the N284 billion request by the Academic Staff Union of Universities (ASUU) to cover payments under earned allowances.

Chris Ngige Minister of Labour and Employment, hinged it on the current recession still plaguing the country.

He said there was no point beating about the bush over the allowances as the money was not available to pay.

Ngige made these remarks shortly after the Federal Executive Council (FEC) meeting chaired by the Vice President,Yemi Osinbajo on Wednesday at the Presidential Villa.

Executive members of ASUU had last week declared a warning strike nation wide, hinging it on the recalcitrance of the government to meet some of their agreements which dates back to 2009.

The development had however grounded academic activities in all public universities while ASUU’s executive engages government in talks.

According to him, government have been magnanimous enough in shifting grounds on some of the demands raised by ASUU, excluding all universities from remitting their endowment funds into the Treasury Single Account (TSA).

He said individual university councils were at liberty to audit the accounts if they were in doubt of its transparency and efficiency.

Ngige told State House correspondents that even though government agreed to pay the academic staff some stipends at the end of each month to cover allowances, the first tranche that was released during Goodluck Jonathan’s administration was currently undergoing audit.

He said,”There was a report on ASUU strike by the Minister of Education and we have made headway. ASUU had some demands about 8 of them, 7 of them have been trashed out.

Government conceded to them the right to exclude endowment funds that accrued to universities from the Single Treasury Account (TSA).

“The Single Treasury Account is not for punishment, it is an account that enables any government institution to know what their financial position is at any given time.

“It also makes for accountability. You pay in whatever you derive from government funds, ask for it back and you get it. The only thing is that you must do the paper work for the accountability aspect of it to be there and for any institution, they should be able to look at first glance, see the monies they have in account A, B or C at the CBN add up and know what they have.

“Government agrees to ASUU’s demand but limited it to only endowment funds. But that doesn’t also mean that at the end of the day, the University Councils will not have right to audit such an account, that is really the only area that is still contentious.

“The other aspect of it is the earned allowances. The earned allowances is the only one that is not sorted out now because everybody knows and agrees that we are in recession. If we are in a recession and you are asking us to pay you N284 billion, nobody will pay it because the money is not there.

“So they agreed and the National Assembly also agreed, but the government offered them some amount pending when we finish auditing of the first tranche of money that has been given to them in that same area of earned allowances.

“That tranche of money that they collected is being audited, but the auditing process is very slow, because some people for some strange reasons are not allowing auditing to take place. So a time frame has been fixed of six months within which the auditing will be done.

“Within those six months, government have offered something that they will be paying on a monthly basis and ASUU has also made a counter proposal to government so both parties have gone back to their principals, ASUU has a principal which is the National Executive body and government have come back to look at our finances viz a viz with the National Assembly which will appropriate that particular fund because for 2016 there is nothing in the budget for it.

“It will be done and appropriated as at when due. Next week, they will come back with their counter proposal.”

Udoma Udo Udoma, minister of Budget and National Planning, said the country was still far from escaping the recession going by latest statistics released by the National Bureau of Statistics (NBS).

He said contrary to initial projections, the third quarter of the year got worse when compared to the second quarter.

This he attributed to the weak performance of the oil sector, even though the non-oil sector showed some slight improvements.

According to Udoma, agriculture peaked at 12.5 percent while the solid minerals sector was in the margin of seven percent.

“We looked at the recent numbers which were released on Monday by the NBS.

“As you know, from these numbers, the economy is still in recession.

“The performance in the third quarter is slightly worse than the second quarter and this was attributable to the performance of the oil sector which performed worse in the third quarter than the second quarter and that was for reasons you all know.

“However, the good news is that the non-oil sector is improving in the direction that is most encouraging to the government. Agriculture continues to growth at 12.5 percent, solid minerals continue to grow at seven percent.

“We are encouraged by the direction that the non-oil sector is moving. With regards to the fourth quarter, we believe that the fourth quarter will be better than the third quarter even for the oil sector because oil production has started moving up as a result of a lot of initiatives that this government has been taking.

“We are looking forward to a fourth quarter that is much better than the third quarter. We are encouraged by that,” the Budget and National Planning Minister said.

 

 

Continue Reading
Click to comment

Leave a Reply

Your email address will not be published. Required fields are marked *

Education

STEM education in Africa: Essential to the continent’s development

Published

on

Matthew Odu

STEM education which primarily revolves around ‘Science, Technology, Engineering and Mathematics’ has become highly sought after by learners all across the world and is crucial in encouraging a nation’s development.

Recent reports suggest that over the next 5 years, STEM jobs will grow by 13% – particularly in the areas of Computing, Engineering and Advanced Manufacturing. This shift in the global labour market should be a central focus of African leaders as the United Nation’s (UN) projections show that by 2035, the working population of the continent will surpass that of the rest of the world.

I join the call led by Stefania Giannini, assistant director-general for education at UNESCO – who has asked governments to put education investment at the centre of their post pandemic recovery. The past 12 months have witnessed the most severe disruption to global education systems in history, which during the peak of the crisis – led to more than 1.6 billion learners out of school. In the global south, school closures are likely to erase decades of progress made by educators.

As education expenditure continues to increase in the west and in the far east, the opposite is true in Africa. Millions of our children are gifted in science, math and physics yet the vast majority are not being given a fair chance to compete in this fast-evolving world. The supply of quality education is lagging behind.

A new report released earlier this week by The Education Finance Watch, jointly commissioned by the World Bank and UNESCO, revealed that two-thirds of low- and lower-middle-income countries have cut their public education budgets since the onset of the COVID-19 pandemic. In comparison the UK’s Department for Education recently announced a new £700M plan to help young people in England catch up on lost learning due to the pandemic and in 2020, public spending on education in China reached 3,633.7 billion yuan.

“The learning poverty crisis that existed before COVID-19 is becoming even more severe, and we are also concerned about how unequal the impact is,” Mamta Murthi, World Bank vice president for human development, said in a statement.

What is the African response?

Recently many of us have been horrified at the images circulating on social media showing dilapidated school buildings in Nigeria, with no infrastructure being led by teachers who haven’t received salaries in months. This is totally unacceptable and should not be tolerated by the educators on the continent.

During a recent HESED webinar themed ‘Next generation School Leadership’ we engaged with teachers in Nigeria who expressed a willingness to push their students more in the classroom but felt the situation impossible without adequate training, modern infrastructure and an improved curriculum.

Fortunately, Covid-19 has not just brought about the need for change, it also points a way forward and for parents, online learning is one of the bright spots. It is safe to say that the success of online STEM education has made a clear case for adopting a hybrid model.

HESED is an initiative and my own personal contribution to providing quality education to Nigerians, as a borderless structure with an unrestricted curriculum. The e-learning platform compliments the current school system by using a national curriculum with the option of studying an international syllabus.

Quality STEM Education is the new normal.

 

By: Matthew Odu, A Fellow of Institute of Chartered Accountant of Nigeria

Download BAO E-MAGAZINE

 

Visit SterlingReach

Continue Reading

Education

The Education System is Broken. Covid-19 may be the cure (Pt. 1)

Published

on

Studying From Home (SFH) due to Covid may transform the entire education system (image: 123RF.com)

Institutional procrastination has kept the education sector globally from making long overdue changes to keep up with the ways of our evolving world. However, just like the first minor heart attach that doesn’t kill a person but forces them to finally take their cholesterol level and exercise seriously, Covid-19 might just be the disrupting force to permanently reshape formal education as we know it.

I believe there will be two distinct changes to the system, one that is bound to happen, and one that needs to happen.

In this first article of my two part series on education reform, I’ll discuss the first big change, and the one that we need to get started on right away: a complete revision of the educational curricula writ large.

Consider my daughter Maya. She is 13 years old and in 7th grade, and has 5 more years of school left. Let’s assume that she goes to a 4 year undergrad (ed:she better!) and then maybe takes a gap year before starting her first job. I know from my own experience, that most of us are pretty useless in our first 2–3 years in the workforce. At that time we are just learning the ropes, building the habits of showing up, navigating office politics and developing some sort of competence in our chosen career path. So, even excluding a master’s degree, etc. we’re talking about 12–15 years before she is really contributing to society.

For just a moment, now look back 15 years ago. In 2006: the very first iPhone had not been released. Netflix was still mailing out DVD’s in red envelopes. In that year. Twitter was founded and Facebook was still only for students on college campuses. The EV-1 electric cars had just been destroyed, and the space shuttle Columbia had just blown up upon re-entry. The world was a very different place 15 years ago, and the pace of innovation is still accelerating. That means that look forward to 15 years from now, will be like going 25 years back.

The cost of solar energy has dropped by 97% in the last 25 years. Between abundant solar, and massive projects in geothermal, our kids are going to live in a world biased towards renewable resources for the first time ever. Autonomous cars and trucks will wipe out a huge portion of driving careers, which are currently the no.1 job category 29 of the 50 States in the USA. Even software engineering is significantly changing as the world moves from bottom-of-the-stack system coding, to no-code applications through assembly of existing open-source modules and libraries.

Today’s schools are preparing our kids for a world which will not exist by the time they get there.

Forrester and Mckinsey estimate that almost 40 million clerical and location based jobs will be wiped out in the USA by 2030 due to automation. That is 25% of the total workforce. The Bureau of Labor statistics estimates that 43% of the total workforce in the USA in 2020 are what we now call “gig workers”, self-employed doing short-term task based jobs (like driving an Uber, tutoring online or freelancing).

Of course, new jobs will be created, just as today there are over eight hundred thousand technology jobs in Silicon Valley which did not exist before the digital revolution. However, these new jobs will be in new areas that we can’t currently foresee. As a (depressing) example, there are over 15,000 content moderators whose job it is to just review potentially awful & inappropriate posts on Facebook everyday, a dystopian career choice that was unimaginable 25 years ago.

What is certain though, is that this next generation of today’s students have zero chance of holding a single “cradle to grave” career. They will inevitably exist in a world of uncertainty and change.

Resilience, adaptability, and lifelong learning are the three most important traits we need to be teaching them.

There is little point in teaching “facts”, in a post-Google world. We have externalized knowledge such that any fact, or skill can instantly be learned by watching a few YouTube videos, or reading a collection of articles on Google. What needs to be taught are: curiosity, a passion for learning, and a dedication to cognitive reflection – the practice of thinking beyond an intuitive answer/media message, and considering a potentially less comfortable/intuitive correct answer.

Homeschooling interest peaked with Covid-19 (source: Google Trends)

At the start of the Covid-19 pandemic, Google searches for the term “homeschooling” shot up 400% compared to the previous 5 years. Inquiries to the National Homeschool Association jumped from 5 calls a day before Covid, to 3,400 per day in August. My own family formed a “microschool” taking the choices of teachers and curriculum into our own hands. While health and safety are undoubtedly the primary motivation for this trend, the genie is out of the bottle. Covid has shown us that the same Internet platforms that connect us with a global talent pool of employees, can also connect us with a global pool of amazing educators. My daughter’s Spanish teacher is in Puebla, Mexico. She’s taking a music technology course from the University of Adelaide. My son’s physics teacher is a NASA engineer working on the Mars rover. Thanks to Covid, “School” has transformed from a place where they go, to a thing that they do.

Given the slow bureaucratic nature of most ministries of education, making sweeping changes to the national curricula in “traditional schools” is going to be a 5 to 10 year process. If we are to adapt our systems of learning in time to not waste a generation of students with the wrong lessons, then these changes need to start now.

In part 2 of this series, I’ll discuss the second major coming change: the explosion of the education bundle.

Author: Jay Shapiro, Co-founder & CEO of Usiku Games

Download BAO E-MAGAZINE

Continue Reading

Africa speaks

2020: A year to remember

Published

on

Matthew Odu MA Taxation, FCA

The coronavirus pandemic has infected over 70 million people, has caused over 1.6 million deaths and has subsequently led to the suffering and heartache for billions of people the world over.

From an economic perspective, the once in a century event created a slump not seen since the second world war. The International Monetary Fund estimates the global covid-19 cost at $28trn in 2020 lost output.

The pandemic suffering has also been skewed by race. According to The Economist a 40-year-old Hispanic-American is 12 times more likely to die from covid-19 than a white American of the same age. In Britain, an official inquiry found that racism and discrimination suffered by the country’s Black, Asian and minority ethnic people has contributed to the high death rates from covid-19 in those communities.

A topic that is in need of more attention is the injustice felt by students caused by the covid-19 fallout. The past 12 months have witnessed the most severe disruption to global education systems in history, which during the peak of the crisis – led to more than 1.6 billion learners out of school. The United Nations (UN) Secretary-General António Guterres has warned that the pandemic is threatening a loss of learning that may stretch beyond one generation of students. In the global south, school closures are likely to erase decades of progress made by educators.

In Africa, although ed-tech surged during the summer, it wasn’t enough to overturn archaic disparities and make-believe generation next infrastructure. Data suggests that a combined total of just 19 million regular users had access to online education platforms, compared to the at least 450 million children aged 14 or younger that live on the continent.

Fortunately, Covid-19 has not just brought about the need for change, it also points a way forward. Just last week world leaders in education met virtually to help set in motion far-reaching changes to education in the wake of the Coronavirus pandemic.

RewirEdX focused on three main issues in the education sector; youth and future skills, education financing and innovation in education. Leaders driving the change at the event included former UK Prime Minister, Gordon Brown, now the UN’s Special Envoy for Global Education and Julia Gillard, former Prime Minister of Australia & Chair, Global Partnership for Education.

Chief amongst the discussion was the vital importance of connectivity in underpinning effective distance learning and so making education accessible to all.

Giving every single African child access to quality education is one of the visions for HESED. A lack of access to quality education and the sluggishness in adopting new methods of learning has immediate and long-term effects that countries on the continent cannot permit to spiral out of control.

Even before Coronavirus struck, education was in crisis but now we have an opportunity to turn things around.

HESED is an initiative and my own personal contribution to providing quality education to Nigerians, as a borderless structure with an unrestricted curriculum. The e-learning platform compliments the current school system by using a national curriculum with the option of studying an international syllabus.
It’s time to rethink education. Let’s give our children a head start in 2021.

By: Matthew Odu MA Taxation, FCA

Download BAO E-MAGAZINE

Continue Reading

Ads

Most Viewed