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What Our Schools Don’t Teach Our Students, By Emeka Monye
In his 2009 book, “What America Really Want, Dr. Frank Luntz, a respected pollster who measures the heartbeat of America, asked these survey questions: “If you had to choose, would you prefer to be a business owner or CEO of a fortune 500 company?”
His question was a closed ended one, bearing in mind he wanted a direct and simplistic answer.
The response he received from his residents is as diverse and clear as one would expect.
Out of all his respondents, eighty percent of them said they would want to be owner of business that employs 100 or more people, while fourteen percent said they would want to be Chief Executive Officer of a fortune 500 company that employs more than 10,000 people and the rest six percent not giving a clear answer to his research question.
His response re-echoes the desires of the average human, working to be their own boss, living the life of the dreams and having to live the life of freedom, yet such desires of owning one’s business remains elusive for an average student because our school systems only teach and train the students to be employees. This is part of the problem.
The school system does not train the student to create jobs, to build capacity to set up industries for students and when you don’t have this kind of culture, where the school system prepared the student to be job creators, then you just know that with time, the job seekers will find no job.
Our school system, apart from the skills they teach, the system doesn’t teach the student capacity, competence, street smart, exposure and many of those contending factors that set apart entrepreneurs from employees.
According to Robert Kiyosaki, author of the famous book, “Rich Dad, Poor Dad, There is a tremendous difference between the skill sets of an employee and an employer.
The skills of an employer are not taught in schools.
Kiyosaki submits that both skills differ because while the employee is deep in neck reading hard to pass exams and make good grades and potential unemployment, the employer is building capacity, street wisdom, exposure to understand the vagaries of business success.
While the school system focuses more on theoretical framework, it really doesn’t teach the student practical, at best what the school system teaches the student is ability to memorize concepts.
This procedure doesn’t really prepare the student for the real world of Entrepreneurship.
The world of entrepreneurship is practical, brut, adventurous, smart, continuous learning, discerning, intuitive, intelligent, wise, and above all, a combination of classroom knowledge and real life experience and exposures.
Dr. Luntz also in his book, ” What America Really Wants”, asserts that the lack of financial education is the main reason why many people will remain employees.
Many people dream of becoming entrepreneurs yet a few people will take a leap of faith to actualise such dreams.
This is what the school system does teach one – financial education.
Financial education and the transformation it delivers are essential for entrepreneurs because it teaches some fundamental principles of creating wealth and takes one from being a consumer to advancing to becoming a saver and ultimately attaining the height of an investor.
While these three cardinal factors are keys to remain poor and building wealth – consumption, savings and investments, the school systems really don’t teach the students about this.
One only gets to learn about this after leaving the school system.
This is part of the problem – lack of financial education.
One of the challenges in the contemporary school system is that it trains students to be A student in academics, to be B students in government establishments, and therefore leaving the very few C students, the very street smart, practical ones, to follow the entrepreneur path.
That doesn’t mean the school system is not good, it is of course, but in reality, its limitations to the classroom doesn’t reveal certain fundamentals about financial intelligence, the real life after classroom and how one can navigate all these vagaries and make the student achieve real financial intelligence and success is what the school system doesn’t teach you.
Emeka Monye Is A Journalist And Works With ARISE NEWS
News
Kenyan President mocks Nigerians’ spoken English
As former British colonies, both Kenya and Nigeria share English as an official language, but each country has developed distinct spoken varieties with different phonetic structures.
“If you listen to a Nigerian speaking, you don’t know what they are saying – you need a translator; Kenyans spoke “some of the best English in the world”, boast Kenyan President William Ruto, while addressing Kenyans in Italy this week.
Earlier this month, Nigerian President Bola Tinubu faced a backlash from Kenyans online after stating that Nigerians were “better off than those in Kenya and other African countries” despite rising fuel prices at home.
Ruto’s remarks drew fierce condemnation from Nigerians and other Africans online who accused the Kenyan leader of demeaning a fellow African nation.”
English is a colonial language, not a measure of intelligence, capability, or national progress,” wrote Hopewell Chin’ono, a Zimbabwean journalist.
These differences reflect the influence of indigenous languages – Nigeria has more than 500 languages which shape its cadence and intonation, while Kenya’s Bantu, Nilotic and Cushitic mix give rise to its own accents.
But in his address to the diaspora gathering, Ruto said Kenya’s education system produced strong English proficiency and that it was difficult to understand Nigerians when they spoke English.
“Our education is good. Our English is good. We speak some of the best English in the world. If you listen to a Nigerian speaking, you don’t know what they are saying. You need a translator even when they are speaking English,” he said, sparking laughter in the room.
“We have some of the best human capital anywhere in the world. We just need to sharpen it with more training,” Ruto added.
His remarks have led to widespread reactions on social media, with many users criticising the Kenyan leader for showcasing a “deep inferiority complex rooted in colonial conditioning”.
“Ruto is mocking the English of the country with a Nobel Prize for literature winner.The Nation of Achebe and Chimamanda,” former Nigerian senator Shehu Sani posted on X, referring to Wole Soyinka – the country’s only Nobel Prize winner – along with acclaimed authors Chinua Achebe and Chimamanda Ngozi Adichie.
Other social media users urged Ruto to focus on addressing pressing issues facing his citizens – such as the cost of living and unemployment – rather than engaging in what they described as distractions.
News
Jonathan visits Tinubu in Aso Rock
Jonathan’s latest visit comes months after his last known appearance at the State House in November 2025, shortly after his evacuation from Guinea-Bissau amid a political crisis.
PRESIDENT Bola Tinubu on Wednesday received former President Goodluck Jonathan at the Presidential Villa, Abuja, in what officials described as part of ongoing high-level consultations on regional and continental issues.
The meeting, which was held behind closed doors at the State House, began at about 4 pm.
Sources familiar with the engagement indicated that the interaction aligns with a pattern of periodic consultations between both leaders, particularly on political developments in West Africa and Nigeria’s broader diplomatic and continental engagements..
Images from the meeting showed both leaders in a relaxed setting, engaged in conversation inside the President’s office.
Jonathan’s latest visit comes months after his last known appearance at the State House in November 2025, shortly after his evacuation from Guinea-Bissau amid a political crisis.
The former president had been leading a West African Elders Forum election observation mission when soldiers loyal to Brigadier-General Dinis Incanha reportedly staged a coup, detaining incumbent President Umaro Sissoco Embaló ahead of the official announcement of the November 23 presidential election results.
News
Nigeria’s Ambassador to Algeria, Mohammed Lele, dies at 50
Born in Gamawa, Bauchi State, in 1976, Lele studied Economics at Bayero University Kano. During his diplomatic career, he served in Nigeria’s missions in Berlin, Lomé and Riyadh.
Nigeria’s ambassador-designate to Algeria, Mohammed Mahmud Lele, has died at the age of 50.
Lele was buried in Kano on Wednesday in accordance with Islamic rites.
His death was confirmed on Wednesday by the Ministry of Foreign Affairs in a statement issued in Abuja by its spokesperson, Kimiebi Ebienfa.
According to the ministry, Lele died in the early hours of April 19, 2026, in Ankara, Türkiye, following a prolonged illness.
The ministry described his death as a significant loss, noting that he was a seasoned diplomat who served Nigeria with dedication and professionalism.
Before his nomination as ambassador-designate to Algeria, Lele was the Director in charge of the Middle East and Gulf Division at the ministry.
Born in Gamawa, Bauchi State, in 1976, Lele studied Economics at Bayero University Kano. During his diplomatic career, he served in Nigeria’s missions in Berlin, Lomé and Riyadh.
The Permanent Secretary of the ministry, Dunoma Umar Ahmed, who received his remains at the Nnamdi Azikiwe International Airport, described him as a diligent and humble officer whose contributions would not be forgotten.
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