Education, Democracy and Good Governance By Samuel Aruwan


First and foremost, I wish to express my profound gratitude to this organization for the second invitation extended to me to speak again. It is a privilege I cherish so much considering one’s penchant for critical knowledge, exposure and education in grasping Nigeria’s complex politics and its struggle as a young Nigerian and a professional journalist.

I have been given the task to speak on Education, Democracy and Good Governance, and I was wondering what link is there between education, Democracy and Good Governance.

Etymologically, the word education is derived from the Latin ēducātiō (“a breeding, a bringing up, a rearing) from ēdūcō (“I educate, I train”) which is related to the homonym ēdūcō (“I lead forth, I take out; I raise up, I erect”) from ē-(“from, out of”) and dūcō(“I lead, I conduct”).

What then is education? According to Wikipedia, “Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. In its narrow, technical sense, education is the formal process by which society deliberately transmits its accumulated knowledge, skills, customs, and values from one generation to another, e.g., instruction in schools.”

The history of education according to Dieter Lenzen, President of the Freie Universität Berlin 1994, “began either millions of years ago or at the end of 1770”. Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc., formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC.The history of education is the history of man as since it’s the main occupation of man to pass knowledge, skills and attitude from one generation to the other so is education.

Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.

It is important we look at education in developing countries perspective, because we fall in this category. Universal Primary Education is one of the eight Millennium Development Goals and great improvements have been achieved in the past decade, yet a great deal remains to be done. Researchers at the Overseas Development Institute indicate the main obstacles to greater funding from donors include: donor priorities, aid architecture, and the lack of evidence and advocacy. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as one would expect as governments avoid the recurrent costs involved and there is economic pressure on those parents who prefer their children making money in the short term over any long-term benefits of education. Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school. This has been found to be true, once the threshold has been breached, even if the potential economic value of the children’s work has increased since their return to school.

But without capacity, there is no development. A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles:

*National leadership and ownership should be the touchstone of any intervention;

*Strategies must be context relevant and context specific;

*They should embrace an integrated set of complementary interventions, though implementation may need to proceed in steps;

*Partners should commit to a long-term investment in capacity development, while working towards some short-term achievements;

*Outside intervention should be conditional on an impact assessment of national capacities at various levels.

A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a high population density. In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.

-Due to globalization, increased pressure on students in curricular activities

-Removal of a certain percentage of students for improvisation of academics (usually practiced in schools, after 10th grade)

India is now developing technologies that will skip land based telephone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by the OLPC foundation, a group out of MIT Media Lab and supported by several major corporations to develop a $100 laptop to deliver educational software. The laptops are widely available as of 2008. The laptops are sold at cost or given away based on donations. These will enable developing countries to give their children a digital education, and help close the digital divide across the world.

In Africa, the New Partnership for Africa’s Development (NEPAD) has launched an “e-school program” to provide all 600,000 primary and high schools with computer equipment, learning materials and  within 10 years. Private groups, like The Church of Jesus Christ of Latter-day Saints, are working to give more individuals opportunities to receive education in developing countries through such programs as the Perpetual Education Fund. An International Development Agency project called, started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.

In Brazil, education is improving (slowly). With the Education Minister Fernando Haddad, certain situations have changed, as the implementation of the New Enem, PROUNI, Fies, ENADE, SISU among other government programs important to the growth of education.

If one is talking on education and economic development. It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country’s ability to learn from the leader is a function of its stock of “human capital”. Recent studies of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions and the role of cognitive skills.

At the individual level, there is a large literature, generally related back to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.

Economists Samuel Bowles and Herbert Gintis famously argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other.

Coming to democracy and its definition (s) which needs very little emphases here, but then what is democracy? Democracy may be a word familiar to most, but it is a concept still misunderstood and misused in a time when totalitarian regimes and military dictatorships alike have attempted to claim popular support by pinning democratic labels upon themselves. Yet the power of the democratic idea has also evoked some of history’s most profound and moving expressions of human will and intellect: from Pericles in ancient Athens to Vaclav Havel in the modern Czech Republic, from Thomas Jefferson’s Declaration of Independence in 1776 to Andrei Sakharov’s last speeches in 1989.

In the dictionary definition, democracy “is government by the people in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system.” In the phrase of Abraham Lincoln, democracy is a government “of the people, by the people, and for the people.”

Freedom and democracy are often used interchangeably, but the two are not synonymous. Democracy is indeed a set of ideas and principles about freedom, but it also consists of a set of practices and procedures that have been molded through a long, often tortuous history. In short, democracy is the institutionalization of freedom. For this reason, it is possible to identify the time-tested fundamentals of constitutional government, human rights, and equality before the law that any society must possess to be properly called democratic.

Democracies fall into two basic categories, direct and representative. In a direct democracy, all citizens, without the intermediary of elected or appointed officials, can participate in making public decisions. Such a system is clearly only practical with relatively small numbers of people–in a community organization or tribal council, for example, or the local unit of a labor union, where members can meet in a single room to discuss issues and arrive at decisions by consensus or majority vote. Ancient Athens, the world’s first democracy, managed to practice direct democracy with an assembly that may have numbered as many as 5,000 to 6,000 persons–perhaps the maximum number that can physically gather in one place and practice direct democracy.

Modern society, with its size and complexity, offers few opportunities for direct democracy. Even in the northeastern United States, where the New England town meeting is a hallowed tradition, most communities have grown too large for all the residents to gather in a single location and vote directly on issues that affect their lives.

Today, the most common form of democracy, whether for a town of 50,000 or nations of 50 million, is representative democracy, in which citizens elect officials to make political decisions, formulate laws, and administer programs for the public good. In the name of the people, such officials can deliberate on complex public issues in a thoughtful and systematic manner that requires an investment of time and energy that is often impractical for the vast majority of private citizens.

How such officials are elected can vary enormously. On the national level, for example, legislators can be chosen from districts that each elect a single representative. Alternatively, under a system of proportional representation, each political party is represented in the legislature according to its percentage of the total vote nationwide. Provincial and local elections can mirror these national models, or choose their representatives more informally through group consensus instead of elections. Whatever the method used, public officials in a representative democracy hold office in the name of the people and remain accountable to the people for their actions.


All democracies are systems in which citizens freely make political decisions by majority rule. But rule by the majority is not necessarily democratic: No one, for example, would call a system fair or just that permitted 51 percent of the population to oppress the remaining 49 percent in the name of the majority. In a democratic society, majority rule must be coupled with guarantees of individual human rights that, in turn, serve to protect the rights of minorities–whether ethnic, religious, or political, or simply the losers in the debate over a piece of controversial legislation. The rights of minorities do not depend upon the goodwill of the majority and cannot be eliminated by majority vote. The rights of minorities are protected because democratic laws and institutions protect the rights of all citizens.

Diane Ravitch, scholar, author, and a former assistant U.S. secretary of education, wrote in a paper for an educational seminar in Poland: “When a representative democracy operates in accordance with a constitution that limits the powers of the government and guarantees fundamental rights to all citizens, this form of government is a constitutional democracy. In such a society, the majority rules, and the rights of minorities are protected by law and through the institutionalization of law.”

These elements define the fundamental elements of all modern democracies, no matter how varied in history, culture, and economy. Despite their enormous differences as nations and societies, the essential elements of constitutional government–majority rule coupled with individual and minority rights and the rule of law–can be found in Canada and Costa Rica, France and Botswana, Japan and India.

Democracy is more than a set of constitutional rules and procedures that determine how a government functions. In a democracy, government is only one element coexisting in a social fabric of many and varied institutions, political parties, organizations, and associations. This diversity is called pluralism, and it assumes that the many organized groups and institutions in a democratic society do not depend upon government for their existence, legitimacy, or authority.

Thousands of private organizations operate in a democratic society, some local, some national. Many of them serve a mediating role between individuals and the complex social and governmental institutions of which they are a part, filling roles not given to the government and offering individuals opportunities to exercise their rights and responsibilities as citizens of a democracy.

These groups represent the interests of their members in a variety of ways–by supporting candidates for public office, debating issues, and trying to influence policy decisions. Through such groups, individuals have an avenue for meaningful participation both in government and in their own communities. The examples are many and varied: charitable organizations and churches, environmental and neighborhood groups, business associations and labor unions.

In an authoritarian society, virtually all such organizations would be controlled, licensed, watched, or otherwise accountable to the government. In a democracy, the powers of the government are, by law, clearly defined and sharply limited. As a result, private organizations are free of government control; on the contrary, many of them lobby the government and seek to hold it accountable for its actions. Other groups, concerned with the arts, the practice of religious faith, scholarly research, or other interests, may choose to have little or no contact with the government at all.

In this busy private realm of democratic society, citizens can explore the possibilities of freedom and the responsibilities of self-government–unpressured by the potentially heavy hand of the state.


• Sovereignty of the people.

• Government based upon consent of the governed.

• Majority rule.

• Minority rights.

• Guarantee of basic human rights.

• Free and fair elections.

• Equality before the law.

• Due process of law.

• Constitutional limits on government.

• Social, economic, and political pluralism.

• Values of tolerance, pragmatism, cooperation, and compromise.

Coming to good governance, which I once discussed here I will still fall back on my last lecture in August 2011.

According to Wikipedia, Good governance is an indeterminate term used in development literature to describe how public institutions conduct public affairs and manage public resources in order to guarantee the realization of human rights. Governance describes “the process of decision-making and the process by which decisions are implemented (or not implemented)”.The term governance can apply to corporate, international, national, local governance or to the interactions between other sectors of society.

The concept of “good governance” often emerges as a model to compare ineffective economies or political bodies with viable economies and political bodies. Because the most “successful” governments in the contemporary world are liberal democratic states concentrated in Europe and the Americas, those countries’ institutions often set the standards by which to compare other states’ institutions. Because the term good governance can be focused on any one form of governance, aid organizations and the authorities of developed countries often will focus the meaning of good governance to a set of requirement that conform to the organizations agenda, making “good governance” imply many different things in many different contexts.

In international affairs, analysis of good governance can look at any of the following relationships:


•         Between governments and markets,


•         Between governments and citizens,


•         Between governments and the private or voluntary sector,


•         Between elected officials and appointed officials,


•         Between local institutions and urban and rural dwellers,


•         Between legislature and executive branches, and


•         Between nation states and institutions.


The varying types of comparisons comprising the analysis of governance in scholastic and practical discussion can cause the meaning of “good governance” to vary greatly from practitioner to practitioner.

Three institutions can be reformed to promote good governance: the state, the private sector and civil society. However, amongst various cultures, the need and demand for reform can vary depending on the priorities of that country’s society. A variety of country level initiatives and international movements put emphasis on various types of governance reform. Each movement for reform establishes criteria for what they consider good governance based on their own needs and agendas. The following are examples of good governance standards for prominent organizations in the international community.

The United Nations emphasizes reform through human development and political institution reform. According to the UN, good governance has eight characteristics. Good governance is:

  • Consensus Oriented
  • Participatory
  • Following the Rule of law
  • Effective and Efficient
  • Accountable
  • Transparent
  • Responsive
  • Equitable and Inclusive

On their side The World Bank is more concerned with the reform of economic and social resource control 1992, it underlined three aspects of society which they feel affect the nature of a country’s governance:


• Type of political regime;

• Process by which authority is exercised in the management of the economic and social resources, with a view to development; and

• Capacity of governments to formulate policies and have them effectively implemented.

Democratization comes to mind because concepts such as civil society, decentralization, peaceful conflict management and accountability are often used when defining the concept of good governance, the definition of good governance promotes many ideas that closely align with effective democratic governance. Not surprisingly, emphasis on good governance can sometimes be equated with promoting democratic government.

A good example of this close association, for some actors, between western democratic governance and the concept of good governance is the following statement made by Hillary Clinton in Nigeria on August 12, 2009:

“Again, to refer to President Obama’s speech, what Africa needs is not more strong men; it needs more strong democratic institutions that will stand the test of time. (Applause.) Without good governance, no amount of oil or no amount of aid, no amount of effort can guarantee Nigeria’s success. But with good governance, nothing can stop Nigeria. It’s the same message that I have carried in all of my meetings, including my meeting this afternoon with your president. The United States supports the seven-point agenda for reform that was outlined by President Yar’Adua. We believe that delivering on roads and on electricity and on education and all the other points of that agenda will demonstrate the kind of concrete progress that the people of Nigeria are waiting for.”

Researchers at the Overseas Development Institute have criticized past studies of good governance to place tool little importance on developing political parties, their capacity and their ties to their grassroots supporters. While political parties play a key role in well-functioning democracies, elsewhere political parties are disconnected from voters and dominated by elites, with few incentives or capabilities to increase the representation of other voters. Political parties can play a key role in pivotal moments of a state’s development, either positively (e.g. organizing and instigating violence) or negatively (e.g. by leading dialogue in a fractured society).While differences in the electoral system play their role in defining the number of parties and their influence once in power (proportional, first past the post, etc.), the funding and expertise available to parties also plays an important role not only in their existence, but their ability to connect to a broad base of support. While the United Nations Development Program and the European Commission have been providing funding to political parties since the 1990s, there are still calls to increase the support for capacity development activities including the development of party manifestos, party constitutions and campaigning skills.

Having defined all the three basic terms in this paper Education, Democracy and Good Governance, I now turn to contemporary issues related to our national challenges as a nation.

According to my big brother Nasir Ahmad El-Rufai, a Nigerian I hold in high esteem and have followed his break through both here in Nigeria and abroad. Societies make progress when visionary leaders emerge to organize and direct collective actions for peaceful coexistence, with sensible rules, clear incentives and sanctions that enable individuals realize their full potentials. The Nigerian nation first elected its leaders at both national and regional levels in 1960. Around that period, Malaysia, Singapore Botswana and Indonesia had their first set of elected post-colonial leaders going into offices as well. The Japanese had elected the first LDP government five years earlier in the aftermath of the American Occupation. Forty years later, these five nations in Asia and Africa have enjoyed democratic continuity, protection of freedoms and basic rights, rapid economic development and improvement in the quality of life for its citizens. Nigeria has not. What went wrong?

I strongly believe that we really need to look at our past and make corrections considering the challenges at hand. Nigeria must begin to make progress at good governance, human progress, justice and enthroning a disciplined leadership that drives the delayed gratification without which there cannot be any long term growth. Like my brother added “We must avoid persons seeking to lead us but have no profession, business employing people or any known source of income to justify their apparent riches, opulence and high standards of living.”

We need a paradigm shift in leadership identification, nurturing and selection – something new, something different, throwing up Nigerians with the knowledge, skills and proven record of performance and integrity in public affairs to transform our nation. It is my humble view that we should scrutinize all those that offer themselves for leadership bearing in mind at least the following parameters Nasir El-Rufai listed as follows:

(1) Education,  Experience and Pedigree are Necessary but not Sufficient

Even though our first University graduate president and his doctoral successor have so far disappointed all except their families, cheerleaders and close friends, we must not write off educational attainment as a necessary indicator of leadership effectiveness. Experience that is relevance to governance –in managing resources, in administering large, complex organizations, and mobilizing our nation’s diversity into inclusive strength and focus also matter. The schools a prospective leader attended, the alumni network he can tap on demand, his elders, family and friends that can look him in the eye and say “do not let us down because you represent us” all contribute to the pressure needed to make a leader perform with integrity. When these are absent as we have seen in recent times with some of our rulers, the results can be fatal to the leader and the nation!

(2) Look for Team Players not Lone Rangers

The burden of governance in a diverse, ‘post-conflict’ nation like Nigeria requires more than one good person, however intelligent, competent and well-meaning. A strong, competent and cohesive team, not a single “strongman” is needed to transform a nation not in one or two election cycles but several. Only a team with clear succession planning can implement a long term vision that transforms nations. It takes a generation to move any country from Third World to First like Japan (LDP, 50 years), Malaysia (Mahathir and UMNO – 25 years) Singapore (Lee Kwan Yew, 33 years, Botswana (Seretse Khama and BPP, 35 years)  and China (Deng Xiao Ping, CCP, 32 years and counting), and only a dedicated team sharing a common vision across parties and platforms can do it. Beware of one-person parties and always look beyond the person and at the circle around the Presidential or Gubernatorial candidate. Team maketh the Leader.

(3) Bold, Courageous Leaders with Clear Vision

Transformational leaders are bold and courageous. The transformational leader envisions and sees what appears impossible to others, and persuades the followers that it is not only possible but attainable, outlining practical steps to realize the vision. His intellectual curiosity, persuasive skills and inspirational qualities galvanize followers to perform at unexpected levels, thus achieving what once seemed impossible.

Imagine meeting the Ruler of Dubai, Sheikh Mohammed bin Rashid Al-Maktoum 30 years ago and he outlined his vision for converting his desert city wasteland of 100,000 fishermen and women into a modern city with over 50,000 three to seven star hotel rooms, an airport that would  transit 20 million passengers in 2008 and would house global icons –  the largest man-made aquarium, the  tallest building on the planet and the biggest artificial island in the world, you would probably laugh and tag him unrealistic at best, or insane at worst – but Al-Maktoum persuaded his followers to believe and achieve this vision in less than a generation. That is the power of visionary leadership   – bold, courageous but realistic and realizable.

(4) Persuasive Democrats in Words, Actions and Practices

It is one thing for aspiring leaders to talk repeatedly about democracy (but as a general once remarked in the White House – “we are here to protect democracy, not to practice it”), than to act and practice it. We should scrutinize our leaders’ words, actions and practices to ensure that there are no disconnects between all three.

Many of those in political office today are pretentious democrats who neither believe in democracy nor capable of practicing it in governance. They are by nature capricious and exercise power for private accumulation, not for general welfare, service and public good. They therefore have no regard for independent thought, merit and performance elevating blind loyalty to persons in power as more important than allegiance to the Constitution. Such leaders have displayed utter disregard to any person’s ability to deliver on national assignments but their narrow and short-sighted world view of wealth without work.

(5) Public Service Skills and Performance

Public service experience particularly at Federal level is in my view essential for future effective public leadership at that level. Similarly, any person aspiring to leadership at state or local government level ought to show some understanding of, experience in and exposure to, that level of governance. Private sector success helps but is not a conclusive indicator of public sector performance. And in any case, there is a huge difference between the skill sets of politics and governance because often persons that get a government elected are not the best persons to help it govern. In public leadership, education, relevant experience, skills and record of performance are the best indicators of future transformational leadership.

(6) Strong, Dedicated Advisers and Inner Circle

There is a Nigerian proverb which translated is “there is no wicked ruler without wicked advisers” and this is eternally true.  An effective leader usually has a team of advisers that are ideally brighter, more experienced and exposed than him. A self-confident leader identifies his personal skills and experience gap and chooses staff to furnish what is missing. A leader however brilliant that is surrounded by an inner circle of insecure, incompetent and mediocre people often comes to grief.

A leader, whose family is unable to keep away from affairs of state, and thereby fail to keep him grounded to the realities of leadership, often goes astray. There are too many examples in our recent history for Nigerians not to appreciate the destructive impact of a clueless and greedy inner circle of family and advisers!

(7) Bridge Builders Across Regions and Religions

Nigeria’s diversity, history and recent experiences require leaders that build bridges across our genders, ethnic groups, regions and religions. No one should aspire to national leadership unless by expressions, actions and practices has shown this capacity not to discriminate, but to unite, integrate and include every Nigerian of whatever background  in his inner circle comfortably. Careful scrutiny of the track record of any prospective leader in his past public and private lives would show how diversely he had recruited his staff, picked his advisers and made decisions on location of projects and programs. This principle can be applied to aspirants even seeking office at state and local government levels in a careful and discerning manner.

(8) Recognition for the Imbalance in our Federalism

Nigeria’s federal structure exists only in the official name of our nation. Years of maladministration by the military with their tendency towards centralization has created an imbalance in our federalism. This is crying for correction which can only begin if recognized by our prospective leaders. We must raise this debate on federal imbalance to put on hold the senseless quest for the creation of more states, demand the  legislation of state and Federal crimes and cause the amendment of our Constitution to enable States and Local Government establish police forces to address our disparate internal security needs. We must encourage inter-state competition by devolving more powers and responsibilities to lower tiers of government and reducing the scope and scale of Federal intervention in the daily lives of our citizens.

Finally, it is time for Nigerians to stop passing the buck to God, or waste energy on the needless blaming of everyone other than ourselves or those we like. God has given Nigeria the human and natural resources to be successful – conquer poverty and provide the basic needs of the people. We either chose our leaders or tolerated them when foisted on us via military coups or civilian “elections”. God has given us the wherewithal to scrutinize them, protest their imposition and resist their rule of ruin, and we have not done that on a national scale ever – so far. By failing to stand up, we abdicated our destinies to the shameless criminals that permeate our political space and the public service. Our elites have chosen to be selfish and lacking in the enlightened self-interest of collaborating to create a functioning society if not a good one.

Our fate is the endowment that God gave us. It cannot be our destiny to continue to have bad leaders. It is time to say ‘enough is enough’ and choose right – promoting public interest, enlightened self-interest even, rather than the primitive accumulation and resultant social inequalities that would destroy everything and everyone.

As El-Rufai further said “As the world moves firmly into the digital age, electing Blackberry users, – young people like Obama and Cameron in their 40s and the likes of Sarkozy in their 50s – communicating with friends and constituents via Twitter and Facebook, we must firmly reject those that want Nigeria to remain in the 20th century – and move forward to restore dignity and hope in our young generation. They must see countries that can work in their lifetimes – where electricity is stable, crimes are solved and criminals brought to justice, and capability and hard work are the primary tools for success in life.”

I will end this paper talking about prostitution and armed as a basis why we need change in this country.

But above all this is my dream for a new Nigeria.

We must build a nation in which no set of people whether on regional, religious and ethnic grounds will feel they are supreme and more endowed than other components of Nigeria. Let us build a Nigeria in which there will be equality and respect for one another regardless of sentiments…we should look forward to a…… Nigeria where we will be more pious and not merely religious on lips but in actions and character…let us build a country in which merit, competency and ability will count.

We must add patriotism to our education and salvage our country. Thank you and God bless Nigeria.


State of the Nation Roundtable: Plugging the Leadership Gap – Options for Nigeria, August 2011 (Nasir El-Rufai)

Witness To Justice: An Insiders Accounts of Nigerian Truth Commission, June 2011, (Matthew Hassan Kukah)

Democracy and Civil Society in Nigeria, September 2002 (Matthew Hassan Kukah)

My Vision, My Story, March 2011 (Nuhu Ribadu)

Clash of Identities, September 2011 (Hussaini Abdu)

Islam, Slavery and Colonialism in Northern Nigeria, April 2011 (Yusufu Turaki)

The Role of Youths in Promoting Good Governance and Political Transformation, August 2011, (Samuel Aruwan)