First Class Diary: This Scholar Has 9 Secrets for High-Flying Students and 4 Suggestions to Improve the Standard of Education

In this first class diary series, I had an interesting chat with Babajide Macaulay. He shared his experience on how he decided to follow ”nature” which was Biology for him, rather than pursuing a dream he may not be able to ”nurture” well. Babajide’s story inspires me so much because it was as though this ”nature” of his had everything all planned out for him. He has just bagged a phD degree, works as an assistant lecturer in the Federal University of Akure (FUTA) and I can assure you that his research and invention would wow you!

In his words.:

After writing the UME four consecutive times (as I was trying to put in for Architecture at Obafemi Awolowo University), I am glad I failed because I may not have excelled in it.

Please enjoy this story and thank me later! Happy Reading!
Abigail Ibikunle of Edugist: Please tell us a little about your background?

Babajide Macaulay: I am Macaulay, Babajide Milton. I hail from Eti-Osa, Obalende, Lagos, South western Nigeria. I had my primary education at Early-Life Nursery and Primary School, Festac Town, Lagos. I completed my Junior and Senior Secondary School education at Kabe Science College, Festac, Town, and Mercy Model College, Ijaiye-Ojokoro, Lagos, respectively. After four consecutive attempts at the Universities Matriculation Examination (UME) from 2002 to 2005, I finally made it into the Federal University of Technology, Akure (FUTA), Ondo State, Nigeria, to study a Bachelor of Technology (B.Tech.) degree in Biology.

In 2010, I graduated as the best student in the Department of Biology, FUTA, with a First-class (CGPA: 4.64 on a 5.00 scale). I emerged as the 3^rd student in the history of the Department (since its establishment in 1981) to ever graduate with a First-class; the 1^st and 2^nd, graduated in 1989 and 2009 respectively. Upon the completion of my national youth service in 2012, FUTA offered me automatic employment. I was employed as a university lecturer (Graduate Assistant) in the Department of Biology. It is the university’s tradition to retain her best graduates.

After my employment, I won both the London Metropolitan University (LMU) International Postgraduate scholarship for a Master’s degree in Biomedical Science. And the highly prestigious Commonwealth Shared Scholarship for a Master’s degree in Sustainable Environmental Management at the Natural Resources Institute (NRI), University of Greenwich (UoG), UK in 2012. I chose the latter, for it was a fully-funded scholarship with lots of associated life-time benefits. I was the Student Representative on the Sustainable Environmental Management programme at NRI. This qualified me to be a Student Member of the NRI’s Teaching and Learning Committee. It is a committee that enable student representatives to engage NRI lecturers directly, relay student concerns and exchange ideas on how to improve general learning in the institute.

In 2013, I graduated with a Distinction in my Master’s programme and surprisingly emerged as the pioneer recipient of the Best Master’s Project Award on the Sustainable Environmental Management programme at the NRI, UoG, UK. I returned to FUTA on completing my Master’s degree in the UK, and was upgraded to the position of Assistant Lecturer in 2014. In 2015, I was very privileged to win the highly competitive Commonwealth PhD Scholarship via the nomination of my employer (FUTA). With this, I embarked on another academic journey to obtain a PhD degree in Environmental Geochemistry and Geomicrobiology, at the School of Earth and Environmental Sciences (SEES), University of Manchester (UoM), UK.

My PhD project focused on understanding the factors driving arsenic mobilization in drinking aquifers. I designed an in-situ (groundwater) technique, that can be used in monitoring arsenic mobility in boreholes in real-time. This earned me the 2018 Best Poster Presentation, (The People’s Choice) Award at the SEES Postgraduate Research Conference at the UoM, UK. The technique I developed is currently being employed in a UK-funded (by the Natural Environment Research Council – NERC) project in Cambodia, with a budget of about £600,000, led by Professor Jonathan Richard Lloyd. In June 2019, I successfully defended my viva-voca and officially bagged my PhD degree after 3 years 9 months of sheer hard work! Currently, I have returned to FUTA, specializing in the area of Environmental Toxicity/Management, in the Environmental Biology and Public Health unit of the Department of Biology.

AI: Was there any motivating factor(s) that influenced your choice of discipline and institution?

BM: Yes, there were. My choice of discipline at undergraduate level (Biology) was because, I was the best student in Biology in my secondary school (Mercy Model College). It was an indicator of where my natural academic strength resided. Little wonder I emerged with a First-class degree in Biology. After writing the UME four consecutive times (as I was initially trying to put in for Architecture at the Obafemi Awolowo University), I am glad I failed because I may not have excelled in it. At postgraduate level, I specialised in Environmental Science/Management because, anthropogenic activities on the environment’s health had become topical issues. And it was beginning to gain global attention, ranging from climate change to oil spills, mining pollution, industrial effluent contamination/toxicity, municipal/medical waste disposal. And more recently, to the menace of plastic in our oceans and microplastic in our bodies!

As for my choice of universities, I focused on selecting the top universities in the nation I studied in, and I did well to move on to better ranked schools as I progressed with my education. For example, FUTA ranked within top 10 in Nigeria (by the NUC) at the time I chose it as my undergraduate study destination while the University of Greenwich and the University of Manchester were ranked 701 and 33 in the world, respectively (by QS ranking), at the time I enrolled into the schools.
AI: There are two major skills that every student must possess: COMPETENCE and PERFORMANCE. While competence revolves around skill acquisition, performance is much more concerned about skills application. It is believed that most graduates are competent because their academic performance testifies to this, but they are performance-challenged. This poor performance ipso facto hinders them from getting lucrative jobs in the labour market. What can you say about this assertion?

BM: According to the 2018 Nigerian Graduate Report, the result of a nation-wide survey of 5,219 Nigerian graduates (who completed their tertiary education from 2013 to 2017). This survey conducted by Stutern in collaboration with Jobberman and BudgiT, revealed the top 5 employability skills as: critical thinking skills, ability to work with others, ability to solve complex problems, written communication skills, spoken communication skills and the knowledge of the skill(s) you are studying.

Currently, the best our universities provide our students is the least of all the 5 skills: knowledge of the skill(s) you are studying. This implies that our universities generally do not prepare graduates well enough for employment. Therefore, I can confidently conclude that the competences of these graduates are in doubt and it is the reason they do not perform eventually at the workplace. You cannot give what you do not have. Perhaps this is the reason some employers often claim that Nigerian graduates are generally unemployable.
AI: What do you think is responsible for competence without performance? Please suggest ways of improving the performance level of university students and graduates.

BM: As I affirmed earlier, the lack of performance is because their competence is in doubt. Therefore, to cover up the lapses, university students and graduates have a lot of self-training and additional learning to do before or after graduation. These trainings will focus on the learning gaps identified to be much needed in their chosen career paths. I strongly believe this will help them fill up the lacunae in areas that our universities have fallen short. It will also, to a very large extent, improve their competence. And consequently, their performance in their respective workplaces.
AI: Achievement in life transcends one’s personal efforts. There were people who, during your programme, rendered some assistance that made your dreams a reality. Who are specific persons whose contribution you can’t forget in your first-class feat?

BM: Specifically, I would love to recognise Prof. Henry Fadamiro of Auburn University, USA, who was the 1^st student to graduate with a First-class degree in Biology Department, FUTA, in 1989. Although Prof. Fadamiro had relocated to the USA, as an Entomology and Plant Pathology expert. He ensured to give back to his alma mater by returning to FUTA once a year, to teach the final year students of the Department of Biology. In 2007, as a 3^rd year student, I saw Prof. Fadamiro for the first time. We never spoke a word to each other, but his intellectual personality and aura were extremely fascinating and contagious. I suddenly found myself seriously coveting the First-class grade. By 2010 in my final year, he returned to Nigeria to teach my cohort as he often does each year.

Although I had finally made it to the First-class mark at this time, his presence further stimulated me not to lose track of my good standing. That year, he instituted for the first time, a university prize in his name (The Professor Henry Fadamiro Prize) for the best student in the course he teaches (BIO 508: Applied Vector and Pest Management). I emerged pioneer recipient of his award in November 2010 during the university’s convocation ceremony. With this, he wrote a very powerful reference letters on my behalf which I was privileged to use to secure my postgraduate degrees.

Another important person is the current Head of Department of Biology, FUTA, Dr. M.O. Oniya, who was the Department’s Examination Officer during my undergraduate period. Despite being feared by everyone else, he was like a big uncle to me. He monitored my results, ensured I did not slack. He also encouraged me whenever I performed excellently and rebuked me whenever I did badly. I will never forget in a hurry the happy hug I received from him the day he confirmed I would finally be graduating with a First-class. Some others have contributed in diverse ways to my academic success but these two men stood out for me.
AI: As a first-class graduate, are you currently gainfully employed?

BM: Yes, I am. I work as a university lecturer in the Environmental Biology and Public Health unit of the Department of Biology, FUTA, Nigeria. I teach both undergraduate and postgraduate students environment/ecology-related and biology courses. These courses include; Environmental Modification, Ecotoxicology, Ecology, Plant Physiology, Biological Techniques, Cell Biology and Genetics, General Biology and Quality Control in Storage Practices. My career path appears to be taking an upward track and I am really pleased about this.
AI: Do you think your grades have given or are giving you any major advantage over other graduates with lesser grades?

BM: This is a very sensitive question and as a result, responses might be subjective based on individuals’ academic status in relation to their current economic realities. However, I would do my best to be as objective and honest as possible. Personally, I would admit that my class of degree helped me in life. First, it got me my first job (which was automatic without interview) as an academician, in a credible Federal university in Nigeria. Secondly, it was an important factor which assisted me in winning the prestigious Commonwealth Shared Scholarship as about 80% of the scholarship winners are First-class graduates. Thirdly, my nomination by my employer (FUTA) to the Commonwealth Scholarship Commission (CSC) for the Commonwealth PhD Scholarship in 2015 was partly because I graduated with a First-class.

This conclusion is drawn from the fact that the Deputy Vice-chancellor (Academics) of my university at the time, Prof. E.A. Fasakin (currently the Rector of the Federal Polytechnic, Ile-Oluji, Ondo state, Nigeria), asked me what grade I finished with, at undergraduate level. On hearing it was a First-class, he responded, “Excellent. You are highly qualified. The university will be happy to nominate you to the CSC. Congratulations in advance.” Perhaps, the reason my academic grade(s) paved way for me was because I remained in academia ever since I completed my first degree; therefore, often judged by my academic competence.

AI: For students who aspire to graduate with outstanding grade like yours, what would you advise them?

BM: I will give some advice and tips that will be helpful prospective first class students:

• First and foremost, do you love your course of study? Do you enjoy studying the course content? Are you fascinated or intrigued by the details you are exposed to? If the answers to these questions are negative, you are most likely studying the wrong course and may likely not excel in it. This is because you will NEVER prosper in something you hate nor be the best outside your niche; you will end up struggling all through. And there is little that can be done about it, sadly. On the other hand, if your answers to the aforementioned questions are positive, then the rest of my advice are meant for you.
• Know the difference between nature and nurture: “Nature” here describes the natural advantage your IQ level gives to you while “nurture” describes the additional role you must play by working hard to ensure your academic goals are met. No matter how intelligent you think you are (nature), you must never forget the advantage of burning the midnight oil (nurture). Making a First-class requires a lot of work. As you work hard, you must be smart about it. But never get too used to comfort and convenience, as they are not very good friends to excellence.
• Undergraduate study is a marathon and not a sprint; therefore, it is normal to feel tired or be distracted along the way. This implies that it may be important to get a study partner; someone who oils your engine, sharpens your sword, and calls you to order when you are tired or distracted. You must be willing to do the same.
• Do not overload your brain with unrelated information at a time. Some students think by drafting a study timetable in which they read 5 courses a day, they will set to perform excellent in a particular semester. They will soon realize that the study plan is unsustainable. Apart from the unnecessary demands it places on students, it also overworks the brain with too many unrelated information in one day. A better approach is to study one course a day, and to keep at it until you are satisfied before moving on to the next.
• Repetitive study is the key to retentive knowledge: Learn to upload information into your brain more than once, if you want it to stick. It is the only way you will stop forgetting vital points in the exam/test hall.
• Evaluate your assimilation rate: It is not enough to study for long hours without sleep. The only way to ascertain if you have not wasted your time is to evaluate the amount of information that was assimilated successfully. This will help you recognize if you need more study time or you need to change your study location for more concentration.
• Study your lecturers: Some lecturers love concise and succinct answers while some others love lengthy thesis-like responses. Since marking is highly subjective, understanding how each lecturer thinks is extremely important.
• Read instructions carefully: Many students on receiving the question paper are always in a hurry to answer the questions, especially the ones fresh in their memory. The eagerness to answer questions without digesting the instructions carefully may cost you vital marks! Relax, be calm, read the instructions first, make a decision on the questions to answer, organize your thoughts on how best to lay out your points, then start!
• Remain positive against all odds. ‘‘A negative mindset is an “energy drainer”.

AI: What would you advise the government to do to improve the standard of our education system?

BM: Here are a few suggestions to the Nigerian Government and university management on how to improve the standard of our education system (especially at the university level):

1. A complete overhaul of the current university curriculum is urgently required, and it must begin with the overhaul of the National Universities Commission’s Benchmark Minimum Academic Standard (BMAS), which is the “forceful” template all universities adhere to in Nigeria. In the new BMAS, the NUC needs to incorporate soft skills (e.g. creative potential, communication skills and problem-solving skills) and reduce the excessive attention given to hard skills, particularly those evaluated by mechanical learning indices, as it has been reported not to be the true measure of human intelligence, especially in the 21^st century (advent of the 4^th industrial revolution).
2. The Federal Government MUST direct all universities to adopt ICT tools in pedagogy in order to personalize the learning experience for the students. There needs to be a paradigm shift from traditional learning to e-learning, and in so doing, exposing the students to mentally-tasking processes rather than the usual mechanical types which computers can now easily perform.
3. Since the 4^th industrial revolution will critically alter the future of work. For example, Artificial intelligence will eliminate the need for several administrative roles. Understanding these changes will enable our universities design new disciplines/professions (or innovate existing ones) that are compliant with the demands of this century; thus, preparing our young for the future.
4. The Student Affairs Division (SAD) of all universities in Nigeria need to be compelled by the university management to step-up! The SAD is supposed to be an efficient student support system but they have generally performed below expectation. Rather than focus on students’ welfare, they are often more concerned about registration, tuition payment and ID cards. The SAD is meant to offer free counselling sessions to whoever needs it, as well as provide post-graduation information and support. For example, share job links/websites with students; invite resource persons to conduct a CV workshop; invite alumni to share their experiences with final year students; organize a career fair where top 50 employers of labor in Nigeria will be present for one-on-one engagements with students.

I believe the few aforementioned suggestions will definitely improve the quality of knowledge delivery in our universities, and would arm our young graduates with the required competence to perform in any sector, upon graduation.
AI: Thank you!