By
Abdulrahman
Aliyu, Ph.D.
In recent days, there has been widespread discussion that Hausa language studies are experiencing setbacks in higher institutions in this country, especially in terms of a decline in student enrollment. This situation is largely attributed to the shortcomings of Hausa lecturers, due to issues such as the following:
1. Failure to Keep Up with
Modern Trends
About 70% of Hausa lecturers
in higher institutions in this country are not keeping up with modern trends.
They limit Hausa studies strictly to language, literature, and culture. They do
not engage deeply in research on scientific and technological issues that
concern the Hausa people. Rarely are their writings seen in other fields, and
it is uncommon to find their publications in English, let alone in Arabic or
French, which are languages closely related to Hausa. Hausa lecturers generally
do not embrace new ideas. Whenever someone introduces a new perspective for
study, instead of waiting to see its merit, they are quick to criticize and
reject it from Hausa studies—often with the excuse that they don’t understand
it, nor are they willing to learn it.
2. Inability to Use Modern
Teaching Tools
90% of Hausa lecturers in
higher institutions in this country do not know how to use modern teaching and
learning tools. For instance, in all universities and higher institutions, no
language program is permitted to operate without a Language Laboratory. Yet,
from 2001–2025, there has not been a single Hausa student who could say they
were taken to such a laboratory for study, experiments, or to explore modern
resources. This is because no lecturer knows how to operate the equipment, nor
has anyone ever bothered to learn for the benefit of Hausa students.
From a private investigation
we conducted across universities and colleges where Hausa is taught, none makes
use of the Language Laboratory, even though they all have it. The lab could
have generated revenue for departments and served as a research hub for both
internal and external scholars. Hausa lecturers are not even aware of this
opportunity, let alone making use of it. With the lab, Hausa lecturers could
assist even doctors in diagnosing throat problems, record and analyze sermons,
speeches, or songs for external users, and even provide translation services.
Unfortunately, only at the Federal University in Ekiti has the lab been used
for Hausa-related work. Meanwhile, we who teach Hausa elsewhere have abandoned
it completely, failing to recognize its value, and instead lamenting that there
are no Hausa students—or that JAMB is sabotaging us.
3. Lack of a Strong National
and International Scholars’ Association
There is no vibrant Hausa
lecturers’ association that can certify expertise in the field, like other
disciplines have. If such associations exist, they are controlled by a few
individuals who refuse to allow younger, modern scholars to join and bring reforms,
organize academic conferences, and award professional ranks. Instead, local
associations and enthusiasts organize Hausa events as they see fit. The senior
scholars, who should have been role models, remain confined to universities and
colleges, refusing to modernize Hausa teaching in ways that could attract
younger generations, as their own predecessors once did.
If a strong association were
created, collaborating with international bodies and government agencies, Hausa
studies would flourish, as the global opportunities available to Hausa
graduates are enormous—something we already witness today.
4. Narrow Postgraduate
Research Scope
At the postgraduate level,
Hausa studies are often restricted and outdated. Students rarely produce
groundbreaking research relevant to modern times. It is disheartening that even
today, Master’s and PhD students still focus on style, structure, and themes.
This should have been surpassed long ago. Instead, research should look into
science, technology, and innovation that could bring meaningful change.
For example, traditional
Hausa singers like Shata once sang about ATM machines, airplanes, geography,
and natural resources. Yet, if a student proposes research on science and
technology, the reaction is immediate resistance—“This is not the Technology Department”
or “This is not Geography.”
Even Hausa architecture
reflects environmental science. Modern crafts such as POP ceilings and interior
designs have roots in Hausa building traditions, but universities do not train
experts in these areas. Likewise, Hausa traditional medicine could have been
scientifically advanced in laboratories—there was even a minister who once
promised to sponsor such tests—but Hausa scholars ignored the opportunity.
Expanding postgraduate research would have elevated Hausa studies
significantly.
5. Lack of Motivation for
Students
About 65% of Hausa lecturers
do not encourage their students. They do not go out to recruit students
either—they just wait for students to come on their own. Many lecturers don’t
even believe in themselves, so how can students aspire to be like them?
For instance, I personally
never intended to study Hausa at first. But when I saw Professor Malumfashi
Ibrahim Aliyu Mohammed’s intellectual contributions on Yahoo groups around
2003–2004, I was inspired to become like him—and I eventually achieved my dream.
Currently, in the school
where I work as a part-time lecturer, Hausa has the highest student
population—largely because of my personal efforts. In the 2023–2024 session, I
recruited 38 students, and in 2024–2025, I recruited 35. I personally go after
students, open their eyes to opportunities in Hausa studies, and prove its
value. At the postgraduate level, I have guided more than ten students into
Hausa studies, sometimes even visiting their homes to convince them—as if I
were proselytizing them into a religion.
But many Hausa lecturers
ignore these challenges, blaming JAMB instead. Yet, some cannot even use basic
computer skills: they can’t manage email, Microsoft Word, PowerPoint, Excel, or
modern AI tools. Who would dream of becoming like such lecturers, let alone
aspire to study what they teach?
Just as governments pay
pilots, surgeons, and engineers to impart world-class knowledge, Hausa
lecturers too are being paid. Why then not prove to the world that Hausa
studies are equally powerful? Why not design modern Hausa software that could
even generate extra income? Instead, departments are losing students due to
negligence, leading governments to consider shutting them down—only for
lecturers to cry “injustice.” But the blame is on the lecturers themselves.
Conclusion
If Hausa lecturers want
improvement, then we must reform ourselves. The problem of dwindling students
is from us. We must modernize, innovate, and update the teaching of Hausa to
meet current realities.
There are many other
problems not mentioned here, but even these alone show that the fault lies with
us.
Abdulrahman Aliyu, Ph.D.
17/08/2025
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