The desperate clamour for admission into institutions of higher learning by post-primary students has reached a feverish height, mainly due to the high premium placed on paper qualification today.
Every year, millions register for the UTME examinations conducted by the Joint Admissions and Matriculation Board (JAMB) but out of the lot, very few are given admission to the universities based on their performances.
This writer’s concern is not who applies for admission but who gets admitted in the end and what they do with the opportunity, especially their approach to studies and how they perceive the university community.
The learning structure and style was perfectly put together by academic experts to mould and prepare the lives of students for the advancement and development of a nation’s economy. Hence, the concept of re-writing of failed courses.
But today, the fear of failing has become the root of all corrupt practices amongst students and lecturers alike. My question is: Is failing a course the student’s fault?
In the class one Monday morning, for instance, I overheard a girl complaining to her friend that one of her lecturers failed her. The choice of words used to describe the lecturer’s alleged attitude was so insulting and demeaning that I was forced to eavesdrop. The girl said she did ‘everything’ to pass the course but the lecturer still ‘failed’ her. But after carefully listening to her criticism, I figured that the truth of the matter was that she did ‘everything’ to pass the said lecturer’s course, except ‘reading’.
In all my years in the university, I have come to understand that students believe that they cannot fail and on no account should an “F” be reflected in their result. Yet, the rate at which students fail is alarming.
This failure is usually attributed to the lecturers who they believe must have done it to ‘victimise’ the student for one ‘sin’ committed or another. This may be true in some cases, but the question is: How many students read not just to pass but to acquire knowledge?
Clearly, if a student reads merely to pass a course, he or she would just be 30 per cent sure of avoiding failure. That is not a good grade, hence not good enough. But that is what most students do, and in the end, claim to have been failed by the lecturer.
Many well-meaning Nigerians complain that the reading culture in the country is declining drastically. Why would it not be so when students now pursue education not for academic freedom but only as a meal ticket, using the wealth of their families or the level of their ‘hustling’ as the means to an end?
You will agree with me that both our schools and the post-graduate lot today are full of half-baked products that paid their way into the universities, hopeful that they could also pay their way through their academic pursuits, a reason that explains why many graduates are rejected by employers every year.
If the ultimate reason for going to university is to pass examinations and acquire certificate without properly learning and acquiring academic knowledge through the formal process, how can one prove himself or herself in any chosen career? Does that make one truly educated? I think that adequate study and assimilation of what has been learnt over a period of time helps in preparing the student for the task of defending his or her certificate.
Therefore, re-writing a course does not necessarily mean that a student is a failure. No! It simply means that for all mistakes, there is always a second chance to give it another shot. Thus, Mary Rickford’s view of failure which reads: “If you have made mistakes (failing a course), even serious ones (in the organization you’d find yourself), there is always another chance for you. What we call failure is not the falling down but the staying down.”
If the average Nigerian student would understand this principle, face it with all sincerity and apply it in all life’s endeavours, then, the university community would be filled with positive minds that believe in the concept of ‘perseverance’ which will foster creativity, keeping the monopolistic market at advantage because her labour force will be effective.
I think students need to strive to be educated and not just passing a given course. I know it is hard but it can be achieved if all students can devote a minimum of two hours daily to reading instead of loafing about until examinations timetable is released. This can be achieved through the construction of a personal timetable that allows for the reading of a course every day.
Now, if this is done, then there would be no need for name-calling, and ‘victimisation’ of students would be reduced (sometimes, students are victimized because they cannot hold their ground academically. In other words, we give the lecturers reason to victimize us). Students should not forget that they have to give a much better account of themselves tomorrow than they ever did yesterday.
Therefore, let us as students resist the familiar tendency to waste away precious time in the hope that we will buy our way through every examination and, in our failure, blame the lecturers. Instead, students should prepare for that task today by doing what is right at the right time so when they graduate, they would have no fear over how to face the seemingly difficult yet enduring monopolistic market by putting smiles on the faces of employers of labour via their charisma and confidence while trudging on in the most fascinating ‘city’ in the world, the ‘university’.
Perhaps, the words of Carl Bard, “though no one can go back and make a new start, anyone can start from now and make a new end.” Good luck in the quest for academic freedom should be the source of strength students require to do it right; the fear of failing is no option!
West writes from Port Harcourt.