Lifestyle
Personality Interview: Dr. Adamu Jatau Noma, PhD, mni “When we taught in those days, we taught with passion not convenience”
Introduction
Dr. Adamu Jatau Noma, PhD, mni is a seasoned educationist and administrator whose career spans decades within the Federal Capital Territory education system.
In this personality interview, he speaks on his upbringing, career trajectory and his candid assessment of Nigeria’s education system.
Early Life and Background
Q: Who is Dr. Adamu Jatau Noma? What is your correct name?
Dr. Noma:
My name is Dr. Adamu Jatau Noma. I am a teacher by profession. I was born around 1963 in one of the villages within the Area Councils of the Federal Capital Territory.
I had my primary education at Local Education Authority Primary School, Wuse, which is now the location of Wuse Market.
Educational Journey
After completing my primary education in 1974, I proceeded to Government Teachers College, Abuja, now in Suleja and currently known as Suleman Barau Technical College.
I later attended the Federal College of Education where I obtained my NCE. From there, I advanced academically with a Bachelor’s degree in Geography Education, a Master’s degree and a PhD in Geography.
I was also selected to attend the National Institute for Policy and Strategic Studies during the administration of former President Goodluck Jonathan.
Early Career and Teaching Experience
After my training, I completed my National Youth Service in Benue State and later taught at Government Secondary School, Gwada in Niger State.
By 1985, I returned to the FCT under the Ministry of the Federal Capital Territory and was posted to Women Teachers College, Kuje, now Government Science Secondary School, Kuje.
I taught Geography and remained deeply committed to classroom teaching. By 1990, I became Vice Principal at Government Secondary School, Dangara.
Public Service and Key Appointments
Throughout his career, Dr. Noma was seconded multiple times due to his performance:
Political Bureau in 1986 as Principal Monitoring Officer in Kuje Area Council
Centre for Democratic Studies during the Babangida era as Principal Training Officer
1991 National Population Census as Principal Training Officer
Local Education Authority as Secretary
He later served as:
Education Secretary in the FCT
Assistant Monitoring Officer in charge of special programmes
Secretary, FCT Agency for Mass Education from 2008 to 2010
Secretary, FCT Secondary Education Board and later Acting Chairman
FCT Universal Basic Education Board from 2012 to 2020 before retirement
Passion for Teaching and Personal Philosophy
I have always been passionate about academics and teaching. Even today, if given the opportunity, I would still go back to the classroom.
I live a simple life. Teaching is not just my profession, it is my calling.
Teaching Then and Now
Q: How would you compare teaching in your time and now?
Dr. Noma:
There is a clear difference. In the 1980s and earlier, teachers had passion.
We arrived in school before students and stayed after school preparing lessons. I personally used portable boards to prepare diagrams and maps ahead of time so that classroom time would be used effectively.
At that time, teachers invested their personal resources into teaching. I bought topographical maps with my own money and sourced real geological samples such as rocks and minerals to aid learning.
Today, many teachers lack both subject mastery and teaching methodology. The level of commitment has reduced significantly.
Recognition and Innovation
In 1989, I was adjudged one of the best teachers in the FCT, although there was no formal reward system at the time.
I introduced practical teaching tools such as geographical gardens, weather instruments and physical geography models, many of which were later replicated in other schools.
State of Education in Nigeria
Q: What is your assessment of the education system today?
Dr. Noma:
The situation is very unfortunate.
Students now pay between 70,000 and 80,000 naira in public junior secondary schools despite the policy of free education.
Many schools are in poor condition with little or no renovation in recent years.
There is a serious shortage of teachers. Some schools operate with only two to four teachers, while rural schools are severely understaffed.
Teachers also lack instructional materials and are not supported financially to provide them.
Policy Concerns and Systemic Issues
One major issue is the extension of retirement age to 65 years or 40 years in service.
Many senior teachers remain in administrative roles and no longer teach, yet they occupy positions that prevent younger teachers from being recruited.
This has created staffing gaps and weakened classroom learning.
Insecurity and Access to Education
Insecurity continues to affect school attendance, especially in rural communities.
Even where the situation has improved, fear remains. Parents are still reluctant to send their children to school.
During my time, we addressed this by taking schools directly to communities instead of expecting children to travel long distances.
Decline in Educational Quality
The quality of graduates today is concerning.
I have encountered graduates who could not demonstrate basic knowledge in their fields of study, which reflects deeper systemic challenges in teacher training and higher education.
Changing Teacher-Student Relationships
In the past, teachers served as mentors, guardians, and role models.
Today, professional boundaries are weakening, and cases of inappropriate relationships between teachers and students are becoming more common.
Economic hardship has also contributed to this decline in professional ethics.
Final Thoughts
The education system is at risk.
If urgent action is not taken, the long term consequences will be severe. The damage may not be immediate, but within the next 20 years, the effects will become evident.
Those responsible must take action to restore quality and integrity to the system.
