The attention of the management of Shehu Shagari University of Education, Sokoto (SSUES) has been drawn to a press statement issued by a group identified as the Concerned Hausa Ethnic Stakeholders Forum (HESFO), in which it was alleged that the University has removed the Hausa Language and replaced it with Fulfulde in its academic structure.
While we welcome constructive engagement and value every
stakeholders concern, it is imperative to address the inaccuracies contained in
the said statement and to call attention to the need for thorough fact-checking
before making public pronouncements that may cause unnecessary misunderstanding
or tension.
For the avoidance of doubt, the academic development
framework of Shehu Shagari University of Education, Sokoto is publicly
documented and guided by the Academic Brief Volume 1, June 2021. Specifically,
Pages 63-80 of the document clearly outlines:
"The 5-yearly
phasing plan for the development of the Academic structure of Universities
stipulated by the National Universities Commission shall be adopted for Shehu
Shagari University of Education, Sokoto. Thus, faculties, departments and
programmes of the University shall be established in 4 phases covering a period
of 20 years. Each phase is characterized by the establishment of faculties,
departments and programmes in accordance with national needs, university
capacity, and relevance to the development of education."
The crux of the matter is Hausa and many other
subject are coming in the second phase of development of the University in
conformity with the academic structure of Universities as adopted for Shehu Shagari
University of Education, Sokoto and approved by the National Universities
Commission. In the same vein many Subject/Programmes,
Departments/Faculties will spring up within the life span of 20 years of the
development plan.
Nowhere in the Academic Brief is there any provision for the
removal of Hausa Language as an academic discipline, nor any indication of it
being replaced by Fulfulde. Both Hausa and Fulfulde, being indigenous languages
of national and regional importance, are duly recognized within the long-term
academic planning of the University, subject to phased implementation as per
NUC guidelines and resource availability.
It is important to emphasize that academic programme
development in Nigerian universities is a regulated process, undertaken with
rigorous planning, approval, and phased execution. The misrepresentation of
this process only undermines genuine efforts at promoting inclusive and quality
education.
We respectfully urge HESFO and other well-meaning groups to
verify facts from Official University Publications or engage with the
institution directly for clarifications before releasing public statements.
Constructive dialogue, rather than misinformation, will better serve our shared
goal of promoting educational development that reflects our diverse linguistic
and cultural heritage.
The University remains committed to its mandate of providing
quality teacher education, promoting cultural diversity, and serving as a model
for academic excellence.
Shehu Shagari University of Education, Sokoto
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