TELL YOUR CHILDREN ABOUT THE GREAT MAI UMAR , EMIR OF POTISKUM YOBE STATE

HIS ROYAL HIGHNESS ALHAJI UMARU BUBARAM IBN WURIWA BAUYA

His Royal Highness, (HRH) Alhaji Umaru Bubaram Ibn wuriwa bauya, OON, CCA, FICEN, CP (RTD.) Ibn Wuriwa Bauya 1, was born in 1942 in Bubaram, in Potiskum, Yobe State.

He started his early education in Dambua Primary School, Potiskum from 1951 to 1952. He had a break of two years, and in 1955, he returned to the same school for the continuation of his education up to 1956. From Dambua Primary School, due to his performance, the young Umaru was transferred to Central Primary School, Potiskum as a boarding pupil, where he met other pupils who were similarly transferred from other primary schools in Potiskum District of Fika Division. In 1958, the Mai had to change his second name from (Umaru) Maina Wuriwa to (Umaru) Bubaram for fear of victimization.

From 1958, His Royal Highness Alhaji Umaru Bubaram gained admission into the then Government Craft School Maiduguri from 1959 to 1961 where he completed his semi-post primary education, where he obtained his semi-post Primary School Leaving Certificate in building. The Mai Umaru Babram proceeded to the then Borno Teachers College Maiduguri, 1962 1966, to be trained as a teacher. He successfully completed his teacher training course in December, 1966 and obtained his teacher's Grade 11 Certificate.

After obtaining his Teachers Grade 11 Certificate, Alhaji Umaru Bubaram taught for one and a half years as Class Teacher and an Asst./Acting Headmaster in Kukuri Primary School. While serving as class teacher and Asst/Headmaster, Alhaji Umaru Bubaram was promoted and transferred to Bula Primary School as Headmaster, due to his impressive performance at both Kukuri and Bula Primary Schools. After serving for nine months at Bula Primary School, he was transferred to Kara Primary School, Potiskum to head the school. During his career as class teacher, acting Headmaster and Headmaster, he created and left impressive and indelible records as an exemplary teacher of his time.

In the course of his career as the civil servant, the dynamic Mai Umaru Bubaram in 1970 was appointed into the Fika Native Authority Council In-Charge of Works, Lands, Survey, Information and Community Development, a post he held up to 1971.

In 1972, Mai Umaru Bubaram, in furthering and broadening the base of his career transferred his services to the Prisons Department, Federal Ministry of Internal Affairs. He did a six months orientation course at Kiri-Kiri Prisons Training School, Apapa, Lagos, and a week at Citizenship and Leadership Course at Sea School Lagos. On completion, he was appointed Assistant Superintendent of Prisons, and posted to Warri Prisons for practical field attachment.

During his departmental Prisons' career, he served as Asst/Deputy Superintendent of Prisons in charge of Lafia Prisons 1973 1979, Superintendent of Shandam/Wase Prisons 1980 1981, Superintendent Administration, Prisons Headquarters Maiduguri Borno State Command, 1982 1983.

In 1983, Mai Umaru Babaram went to the University of Maiduguri to study (Advanced) Diploma in Public Administration. On completion of his course of study, he was promoted to Chief Superintendent of Prisons and posted to Bama/Gwoza Prisons as the Officer-in-Charge, 1984 1985. Then in 1986, he was transferred to Kaduna Prisons Training School as Commandant. After six months at Kaduna Prisons, he was re-posted to Maiduguri Maximum Security Prisons from 1986 to 1990.

To enhance his professional knowledge, he proceeded to Prisons' Staff College, Kaduna for a nine months staff course and, a one month seminar at the Command and Staff College Jaji, where he was decorated with CCA; Certificate for Correctional Administration, PSC and promoted Assistant Controller of Prisons and posted to Sokoto Central Prisons as Officer-In-Charge from 1991 1992. In 1993, he was promoted Controller of Prisons, a post he held until his appointment as 3 Class Mai of Potiskum on 18 November 1993, but however, the Emirate was dissolved on 11 January, 1995. He was re-instated as second class Mai Pataskum on second coming of his Excellency Alhaji (Dr.) Bukar Abba Ibrahim FINQS, FNIAE the Executive Governor of Yobe State; this was sequel to the restoration of the Potiskum Emirate.



OTHER AD-HOC DUTIES PERFORMED BY THE MAI INCLUDE:

House Prefect and Secretary of Fika Division Students Union in Borno Teacher College, Maiduguri

Chairman, Northern Nigeria Union of Teachers Potiskum, Branch

Member, Fika Native Authority Education Committee

Vice Chairman on Review Penal Committee on Dismissed District and Village Heads, Bama, Local Government

Chairman, War Against Indiscipline Bama Local Government Chapter

Chairman, Organising Committee on visit of Head of State to Bama Local Government

Member, Security Committee in Lafia, Shandam, Wase and Bama Local Government

Member Judicial Committee for Administration of Justice, Borno and Sokoto States

Member, Prerogative of Mercy Committee, Borno and Sokoto States

THE MAI' HOBBIES WERE:

He played football among the school's and colleges first XI and represented Borno State Vs. Cameroon

He was a boxer of high rating in Craft School

He represented both Craft School and the College on inter-school and College Athletic Competitions

He served as Boys Scout Patrol Leader and attended many camping expeditions

 He has visited Republic of Cameroon, Niger Republic, Benin Republic and Saudi Arabia. He is interested in reading and participating in discussions on national and public issues.



AWARDS:

His Royal Highness was awarded a National Honour of “OON” in 2004

Awarded Africa Security Best Watch Award Medal “ASBWA” by the Nigerian Institute of Culture, Tourism and Orientation in 2007

Awarded Outstanding Leaders Gold Award for Community, Infrastructural, Human and Physical Development in Nigeria and Africa sub-region by Aso Publisher of News in Africa Magazine in 2008

The Federal Institute of Corporate Executive of Nigeria conferred on His Royal Highness the “Achiever Per Excellence Award “FICEN” for Distinguished Service Merit per Excellence in Exemplary and Accountable Leadership on 11th June, 2009

In recognition of His Royal Highness Invaluable Contribution to the Enhancement of Peace in Africa, Lead Times Africa Magazine awarded him “African Peace Prize” as a symbol of Exemplary Leadership on 13th May, 2010

The Mai is happily married and blessed with children.

Almajiri Deserved Equal Rights as their Counterparts in public Primary Schools!!!

ALMAJIRI

By Dauda Musa

is a system of Islamic education practiced in northern
Nigeria. Almajiri derives from an Arabic word, rendered "al-Muhajirun" in English transliteration, meaning a person who leaves his home in search of Islamic knowledge.

PRE COLONIAL ERA

This system of education started in Nigeria in a town named Kanem-Borno which had a majority of its rulers widely involved in Quranic literacy. More than 700 years later, the Sokoto caliphate was founded by a revolution based on the teachings of the Qur'an. Sokoto caliphate and Borno caliphate started running the Almajiri system together. During this precolonial era, students used to stay with their parents for proper moral upbringing. All the schools available then were in a close proximity with the immediate environment of the students. Inspectors were introduced to go round the school and after inspection they report to the emir of the province all the matters regarding the affairs of the school. The schools were funded by the community, parents, zakkah, sadaqqah and sometimes through the farm output of the students.

COLONIAL ERA

The year 1904 brought a new twist to the almajiri system of education, as the British invaded the northern part of Nigeria. During the invasion most Emirs were killed and others were disposed. The remaining emirs lost controls of their territories, this resulted also in the lost of fundamental control of the almajiri. Boko was introduced, boko meaning western education. The British abolished the state funding of almajiri schools. With no support from the community, Emirs and government, the system collapsed. The teachers and students had no financial support, so, they turned to alms begging and menial jobs for survival.

PRESENT DAY

A report by the National Council for the Welfare of the Destitute (NCWD) approximated the number of current almajiri to 7 million.

The system now lacks things like good teachers and basic amenities like proper clothing and shelter. Most of the almajiri do not graduate and are left with the option to do menial jobs.
(Wikipedia)

Taking the Above in to Account, The Almajiri system of  Education Was Once the Basic System of education in northern Nigeria with proper funding and over sighting by the authorities.

Today! What we see is different  from what is known as the Almajiri of yesterday. The System is not neglected  by the authorities but also by the communities.

Outlined blelow  is the child rights and protection act of the Nigerian government.

CHILD’S RIGHT ACT

Best Interest of a Child to be of Paramount Consideration in all Actions.

Rights of a Child
.Application of Chapter IV of 1999 Constitution, etc.
.Right to survival and development.
.Right to name.
.Freedom of association and peaceful assembly.
. Freedom of thought, conscience and religion.
.Right to private and family life.
. Right to freedom of movement.
.Right to freedom from discrimination.
. Right to dignity of the child.
.Right to leisure, recreation and cultural activities.
. Right to health and health services.
.Right to parental care, protection and maintenance.
. Right of a child to free, compulsory and universal primary education, etc.
. Right of a child in need of special protection measure.
. Right of the unborn child to protection against harm, etc.
. Contractual rights of a child.
.Responsibilities of a child and parent.
.Parent, etc. to provide guidance with respect to child’s responsibilities.

Protection of the Rights of a Child

.Prohibition of child marriage.
.Prohibition of child betrothal.
.Punishment for child marriage and betrothal.
. Tattoos and skin marks.
.Exposure to use, production and trafficking of narcotic drugs, etc.
Use of Children in Other Criminal Activities
.Use of children in other criminal activities.
.Abduction, removal and transfer from lawful custody.
Child Labour
.Prohibition of exploitative labour.
.Application of Labour Act.
Buying, Selling, etc., for the Purpose of Begging and Prostitution, etc.
.Prohibition of buying, selling, hiring or otherwise dealing in children for the purpose of hawking
or begging for alms or prostitution, etc.
Unlawful Sexual Intercourse, etc.
.Unlawful sexual intercourse with a child, etc.
Other Forms of Sexual Abuse and Exploitation
.Forms of sexual abuse and exploitation.
Other Forms of Exploitation
.Other forms of exploitation.
Recruitment into the Armed Forces

UNICEF/2017/Gilbertson

The Challenge

Abuse in all its forms are a daily reality for many Nigerian children and only a fraction ever receive help. Six out of every 10 children experience some form of violence – one in four girls and 10 per cent of boys have been victims of sexual violence. Of the children who reported violence, fewer than five out of a 100 received any form of support. The drivers of violence against children (VAC) are rooted in social norms, including around the use of violent discipline, violence against women and community beliefs about witchcraft, all of which increase children

Only 30 per cent of children under five years were registered at birth. Besides being a ‘first right’ of any child, improved birth registration is critical for national planning and governance functions, and serves as a foundation for achieving progress in wider child protection areas and the attainment of Sustainable Development Goals.

Solution

UNICEF’s child protection programme aims to provide preventive and response interventions for children who are victims of, or at risk from vioystems.

The programme works across multiple levels and sectors, to generate and analyse evidence for legal reform and increased public financing for children as well as design quality age and gender-specific services. In humanitarian contexts, the programme works with key state ministries and other partners, to ensure that identified children facing protection risks receive integrated case management and referral to specialized services. The programme works at federal, national and focus States of Cross Rivers, Gombe, Lagos, Plateau and Adamawa, Borno and Yobe to implement the priority interventions including.

UNASKED UNANSWERED

The Federal Government of Nigeria under the leadership of president muhammad Buhari has introduce amd implement the National home grown school feeding program (NHGSFP)

as part of it social investment program ,targeted at feeding millions of children's in Nigeria's primary schools in all parts of the country.
However, the Government and other stakeholders   have forget to include the almajiris despite the fact that the almajiris are on every street in every corner of northern Nigeria begging for what to eat and engaging in Menial jobs to survive.
The almajiri's are a childrens of the nation ,they deserve equal rights as every Nigerian child , they deserved the Home grown feeding not those in public schools.

The
Clarion Call

The Almajiri system provide a pool for recruitment in to the various extremist sect, insurgence, banditry and other deadly and criminal organizations. Government and  other  Stakeholders should either monitor and control affairs of the almajiri system or banished it . As stated in one of facebook posts of The Community Organization "Almajiri is also Child.