THE ROLE OF GINDIRI OLD STUDENTS’ ASSOCIATION (GICOSA) IN THE EDUCATIONAL TRANSFORMATION OF THE ALMA MATER.

Being an Address on the Occasion of 90th Anniversary of Gindiri College (1934 – 2024), organized by GICOSA at the Eliel Center, Jos.

Friday, November 1st, 2024.

CONTENTS                                                                                                                                     

OPENING GAMBIT.

PART 1.   WHAT IS IN A NAME AND AGE?

PART 2.    EDUCATION AND EVOLUTIONARY HISTORY OF COCIN COMPREHENSIVE COLLEGE GINDIRI (CCCG).

2.1.      Education.                                                                                                                2.2.      Evolutionary History of Gindiri College: Journey of Transitions and Transformations.                                                 

PART 3.        MOTTO: “For LIGHT and TRUTH”

PART 4.         WHAT ARE THE CONTRIBUTIONS OF MISSIONARIES TO EDUCATIONAL AND NATIONAL DEVELOPMENT:

4.1.     The Church, Missionary and Evangelism in Proselytizing and Educating.                                        

4.2.    Offspring or Descendant Schools.                                                                                        

4.3.    Students Performances (WAEC/NECO Results).                                               

PART 5.   THE ROLE OF GICOSA IN THE ALMA MATER…CLARION CALL AND TASKS THAT MUST BE DONE.

• TEACHERS, MENTORS AND PATRIOTS:
• EXPECTATIONS AND SYNERGY FOR ALUMNI MEMBERS            
  • Promoting Mentorship.
  • Providing Community Service and Advocacy.
  • Strengthening Institutional Reputation.

• ROLE OF ALUMNI IN PROMOTING AND SUSTAINING INSTITUTIONAL VALUES:                                   

• Living Ambassadors of Institutional Values.
• Mentorship and Networking.
• Supporting Institutional Development and Resources.
• Promoting Community Engagement and Social Responsibility.
• Enhancing Institutional Prestige and Partnerships.            

 

• STRATEGIES FOR SUSTAINING THE MOTTO OF INTEGRATING AND “LIGHT AND TRUTH” IN THE EDUCATION SYSTEM: 
• Constructive Engagement.
• Academic Integrity.
• Continuous Professional Development And Training.
• Reward System.

5.5.       A BANTER!

5.6.       SPECIAL CLARION CALL.

PART 6.      SOLEMN REFLECTION ON THE SCHOOL ANTHEM,

          “Trust and Obey” (SS & S 642) AND CONCLUSION.

The GUEST SPEAKER: A BRIEF PROFILE.  

THE ROLE OF GINDIRI OLD STUDENTS’ ASSOCIATION (GICOSA)

IN THE EDUCATIONAL TRANSFORMATION

OF THE ALMA MATER.

By

 

Professor John Wokton WADE, Ph.D. (Stirling, UK), Ffs, KSM, mni.

Applied Hydrobiology and Fisheries Unit,

Department of Zoology, University

of Jos, Nigeria.

OPENING GAMBIT. I sincerely appreciate and welcome His Excellency, the Executive Governor of Plateau State, ably represented by the Commissioner for Information and Communication, Hon. Musa Ibrahim Ashoms, National Chairman and EXCO Members of GICOSA, Chairman of the Occasion, Chief Samuel G. Mafuyai, all the Distinguished Celebrants and Alumni, and Invited Guests. Let me begin my address with this quote: that,

“LIGHT AND TRUTH,” no matter how infinitesimal or small, when beamed with “TRUST and OBEDIENCE” will always overcome darkness.”

To my mind, this perhaps marked the justification of what Ninety years down the line must have done to the lives of the Alumni of the Gindiri College Old Students Association (GICOSA). Ninety years, which is also called NONAGENARY and most auspiciously GRANITE, symbolizes STRENGTH, ENDURANCE and AWESOMENESS. In no distant time, and God willing, you will graduate from Nonagenarians to Centenarians or 100 years. When I was requested to speak on the topical issue of “THE ROLE OF GINDIRI OLD STUDENTS’ ASSOCIATION (GICOSA) IN THE EDUCATIONAL TRANSFORMATION OF THE ALMA MATER,” many things resonated in my mind. First, whether to speak to just the commonly known roles or expectations in terms of Debt of Honours on the part of the Old Students to their School or go beyond the ordinary in time and space. I chose the latter; given the fact that 90 years is not 90 minutes or days or months and the fact that on occasion like this we require deep philosophical and theological reflections on many things, starting with efforts of the Founding Fathers who are the Missionaries. In an attempt to do justice to the topic and stimulate further thoughts in the minds of the Old Students, I recognize that in terms of semantics, an Institution or Organization cannot be discussed in isolation with its human resources and verse versa. In other words, without Gindiri College or Schools, we wouldn’t have the Students and indeed, graduates that today constitute the Alumni or Old Students Association and without the Students, Teachers and Support Staff (for whom the Institution was established) there would be no School. I have therefore organized my thoughts in six Parts as outlined in the Table of Contents, Page 2 above. I have also taken liberty on this Granite celebration to reach out to other Gindiri Sister Institutions and Alumnus and made a Clarion Call towards Institutional Survival and Sustainability.

PART 1: WHAT IS IN A NAME AND AGE?

As for NAME,

Q:        The big question is, “WHAT IS IN A NAME,” especially as we are all gathered here to celebrate 90^th Anniversary (1934 – 2024) of a phenomenon called GICOSA whose Members are products of an Institution founded for Educational, Religious and Professional purposes and for the Common Good or benefit of Humanity. Besides, what we know today as Gindiri Schools have passed through transitions and Transformations. A:  The Simple answer to this question may just be, a name is “EVERYTHING AND NOTHING;” in the sense that a name holds significance, yet its meaning can change depending on context and perspective (like we will see over time with GICOSA). Classically, a name:

• IDENTIFIES and distinguishes individuals, places, or things;
• CARRIES Cultural, Historical, or Familial (family) significance;
• GUARANTEES Self-Perception, Identity, and Belonging; and
• EVOKE EMOTIONS, Associations, or Expectations.

In all situations, there is power in any name with the aim of shaping identity and self-image; influencing social perception and relationships; Carrying some emotional and cultural weights and being used to unite or divide and promote self-esteem and confidence. It is no wonder we hold our names, either Personal or Institutional or Associations very dear to our hearts.

As for AGE,

What is in an AGE; particularly 90 years (Nanogerian or Granite) of an Individual and or Institution? An age generally represents:

• Passage of time;
• Accumulated experience and exposure;
• Maturity and growth;
• Legacy and tradition;
• Evolution and transformation;

Age of 90 years of an Institution signifies:

• Enduring legacy and impact;
• Resilience and adaptability;
• Wisdom and expertise;
• Generational continuity; and
• Historical significance and heritage.

Very critical too, in terms of institutional maturity, at 90 years an institution must have,

• Developed a strong identity;
• Built a loyal community;
• Weathered challenges and crises;
• Fostered innovation and progress; and
• Cultivated a rich cultural heritage.

If we we are celebrating or basking in the glory of attaining 90 years of age, are there LESSONS LEARNT over time in terms of:

• Adaptability to survival;
• Innovation in coexistence;
• Resilience through adversity;
• Legacy built on collective effort; and
• Wisdom distilled from experience

Without prejudice, I suppose that as you gather here today, celebrating 90 Years, you desire to take as challenge(s) the following:

• Reflect on past achievements and milestones;
• Honour Pioneers and Contributors;
• Showcase impact and legacy;
• Inspire future generations who are still in the school; and
• like Marital vow, RENEW COMMITMENT to mission and values that were, and, still remain inculcated in you.

As you are all gathered here today, reflecting positively on this Institutional Longevity of being 90 years old and taking stock of past successes and paying tributes, these could possibly be predicated on past glories of:

• Strong leadership and vision;
• Adaptive governance and management;
• Innovative programmes and services;
• Community engagement and support; and
• Commitment to core values and mission

All the 30 issues I have raised above should also constitute the fertile ground upon which GICOSA should be addressing its role and contributions to the Alma Mater at 90 years of existence.

PART 2.  EDUCATION AND EVOLUTIONARY HISTORY OF COCIN COMPREHENSIVE COLLEGE GINDIRI (CCCG).

2.1.   EDUCATION. What is CCCG today did not start as such, but went through series of transmutations. Its evolution is borne out of appreciation of the value or significance of education and changing policies, which needed to be appreciated if set objectives of the early Missionaries were to be accomplished. If we are to sincerely address the theme of this Granite Anniversary, namely “The role of GICOSA in the educational transformation of the Alma Mater, we must call to mind as professionally trained Teachers, the meaning of Education.

EDUCATION, as we all know is a systematic process by which people acquire Knowledge or Insight, Skills, Habits, Values or Attitudes in a lifetime.

In other words, education denotes the method by which society hands down from generation to generation its Knowledge,

Culture and Values. The individual or citizenry being educated develops Mentally, Physically, Emotionally, Morally and Socially and eventually contributes to National Development. As a basic activity of mankind, education holds the key to the development of Human Resources in every nation. Similarly, being a veritable tool or instrument of change through self-actualization and emancipation, Education is not vulnerable to the law of diminishing returns. In other words, no age limit to studying or getting education, till we “go six feet down.”

Education is necessary for Human Capital Development. Education provides the avenue for inculcating Virtues, which are predicated on Ethics and Morals towards a better society. It was these ideals that the early Missionaries and Evangelists recognized and laid emphasis on Education and founded schools in all the nooks and crannies that they settled.  Gindiri, our topic of interest is not an exception and a great beneficiary in defining the trajectory of Education not only in this State but Nigeria in general as it attracted scholarships from different regions of the country. 2.2.      EVOLUTIONARY HISTORY OF GINDIRI COLLEGE. The Church and indeed, the Missionaries in exhibiting one of its Corporate Social Responsibilities, recognized the imperative of running educational institutions from critical foundational or formative stage of Pre-Primary/Primary through Secondary to Tertiary (University, Polytechnic, College of Education etc). This is however without prejudice to the fact that Standards are not compromised as well as ensure a balancing act between the Church’s first calling in terms of Ministry/Evangelism and Business. What is today Gindiri College, whose products or Graduates gave birth to Gindiri College Old Students Association (GICOSA) cannot be discussed in isolation with the Church and invariably the Missionaries. Therefore, in my appraisal and appreciation on this auspicious occasion of 90th Anniversary, I will be referring to efforts of the Church and Missionary and the School interchangeably and as one and the same; although the Church came well ahead, over 30 years before the first School and other Mission Schools within Gindiri that came into existence. IN THE BEGINNING: Transitions and Transformation… The 90 years old journey of the COCIN Comprehensive College Gindiri (CCCG) being celebrated today began in 1934 in a modest but interesting manner of transitions and transformation from Vernacular Teachers College (VTC) to Higher Education Teachers Certificate course (HETC) to Teachers Training College (TTC) to Government Teachers College (GTC), Gindiri College, and now, COCIN Comprehensive College Gindiri. These transitions and transformations are well elucidated in an abridged History of the CCCG by one of your Alumnus, Professor Dan’Azumi Sharwa Bukar, which I have graciously adopted here; thus, The Transitions and Transformation “The COCIN Comprehensive College Gindiri (CCCG) began in 1934 as a hybrid training centre with 18 students, 15 being Pastors and three Teachers, all as trainees. It was the first secondary school to be established by the Sudan United Mission (SUM)after the failure of their first attempt in Ibi. The COCIN Comprehensive College has a history characterized by considerable transitions and transformation in both its essence and ownership. The school as we all know was built by the British branch of the SUM as a Vernacular Teachers college (VTC). This phase of the school as already pointed out lasted for ten years. Before then, the Pastors school was separated from the Teachers college in 1937. Its admission policy was based on a quota system in which the Mission Stations sponsored teachers from their Station Schools for further training. The FIRST TRANSITION THE COLLEGE EXPERIENCED WAS IN 1944 when pedagogy in the Hausa language was discontinued and the Teachers Grade 3 programme was introduced. This change came with a new name for the school. It was then christened the Teacher Training Centre (TTC) which lasted for six years as it came to an end in 1950 to make way for yet another transition. The SECOND TRANSITION CAME IN 1951 when the Higher Education Teachers Certificate course (HETC) was introduced in response to the rapid post war expansion in the economy and society. The Station Schools were being upgraded to Senior Primary Schools as new Junior Primary Schools were opened Pari-pasu to the rate of church planting and growth. The imperative to not only upgrade the teacher training programme to accommodate the growing demand for more teachers could not be overemphasized. The college was rechristened TTC (Teachers Training College). Until then, the college was a training centre. It was in this year that it became a college when it began to run the two programmes for both the junior and senior primary school teachers to complete the cycles that produced the college as a primary school teacher training school with the two programmes running concurrently. The college came to its THIRD TURNING POINT AND TRANSITION IN 1961 when the Teachers Grade III and the HETC programmes were merged into the straight five-year Grade II Teachers certificate course. This was a climax in the evolution of the college in line with the national policy on education as Nigeria gained independence from colonial rule. The college was then rechristened the Gindiri Teachers College which no longer had two mutually separate programmes as Nigeria began to reposition its educational system for rapid development. From thence, the fortunes of the college apart from increased capitation grants, began to be determined by Federal and State Government policies. It is not surprising therefore that after the Universal Primary Education (UPE) programme was introduced in 1976, the State Government in line with Federal Government directives, in pursuit of an accelerated pace of educational development, took over ownership of all Mission Teachers Colleges in the country.  This sweeping policy was made in the heels of the oil boom of the early 1970s. By 1988, the Teachers Grade II programme had lasted for just 17 years when the National policy on Education scrabbed it. The FOURTH ERA OF TRANSITION FOR THE COLLEGE WAS IN 1976 when the State Government’s took over all Missionary Teachers Training Colleges and had its name changed to Government Teachers College Gindiri. This was the final life cycle of the college as a teacher training institution. This dispensation of its history as a teacher training institution as pointed out above came to am end in 1988. From thence on, the name of the college was changed to Government College to reflect this change from a teacher training institution to a regular secondary school. Becoming a regular secondary school was the fifth turning point in the series of institutional transitions the college underwent. The last set of Grade ii students graduated in 1988 with a one-year window in 1989 created for resit students. The first set of students admitted on the regular secondary school programme was in the 1983/84 session. It was therefore in this period that the Teachers’ Grade 2 programme, the original mandate of the school, was phased out as no one was admitted in the 1983/84 session. For this reason, the last set of Teachers Grade 2 students were admitted in the 1982/83 session as they graduated in 1988. This also means that the college was once again caught running two different courses, first, when it concurrently ran the Pastors’ and Teachers’ in- training programmes between 1934 and 1937 and the Teachers Grade 3 and the Higher Elementary Teachers programmes between 1951 and 1961. The last set of Teachers Grade ii students to phase out the programme in 1988 run concurrently with those on the regular secondary school curriculum whose first set graduated in 1990. The college was in these changing circumstances as already said rechristened Government College Gindiri in 1989. This lasted for 11 years to the year 2000 when its ownership reverted to its original owners. The FIFTH AND LAST TRANSITION (2000) (That time I recalled I was Provost of the College of Education, occupying their premises and facilities that they allowed the College for over 20 years before I put some structures that moved the College to its Permanent site) marking the remarkable story of transformation the college experienced in its chequered history is what the church made of it after the Joshua Dariye administration handed it over to it in July 2000. It should be noted here that this was the second time the ownership of the college was going to the COCIN Church, the first being in 1976 when the SUM handed it over to it. This last transition took two years to be completed when the ownership of the college dangled between the Government of Plateau State and the COCIN Church to make room for a seamless transition. By the time of this last transition, the physical infrastructure of the college which modestly started with students building their hostels with local materials, had grown to be one of the largest schools in the State. Part of this phenomenal growth was tied to government intervention in the nearly 25 years when the college was taken over by it and the buildings made by the college of education which shared facilities with the college from its establishment in 1980.  Therefore, the question that this development posed was what to do with the buildings. Inputs made by GICOSA and the in-depth forecasts by both the State Ministry of Education and the leadership of COCIN Church arrived at both the new name and mandate of the college. This was how the name of the college COCIN Comprehensive College Gindiri was arrived at, which today has subject offerings in five academic domains namely Arts, Social Sciences, Technical education, Natural Sciences and Commercial subjects to earn the Comprehensive in the name given to it.  The college has produced 18 principals beginning with Mr W Bristow to Mr P.D Zwalnan, the incumbent Principal, within the span of its 90 years of existence. The college has also over these decades issued admission to 13,385 students as gleaned from the admission log book of the college. The college has since its last transition to offering a regular secondary school curriculum produced students in various fields ranging from the Arts, Sciences, Engineering, Legal to the Medical Sciences. What a remarkable story worthy of proudly celebrating as the college in these 90 years has immensely contributed to national development. Its role in shaping our individual and collective lives is invaluable…” Lest we to ignore a very important component of the COCIN Education industry and contributions, which is the Demonstration Secondary School and other sister elementary institutions that serve people with special needs, e.g. School for the Blind. In the wisdom of the founders these institutions formed the critical foundation stages and feeders or spice of “raw materials” for the College and Secondary Schools. Together with the higher institutions they also served the Community in terms of “Corporate Social Responsibility.” The establishment of these institutions was also with defined Motto that helped in sharpening the pursuit and attainmet of set objectives.

PART 3.  MOTTO: “FOR LIGHT AND TRUTH”

For Light and Truth derived from Psalms 43:3 and more inspirations from John 3:20-21; Luke 8:17; Revelation 16:10….

As the School evolved, so was a MOTTO and an ANTHEM carved out for it. Recall my opening remarks with this quote: “LIGHT AND TRUTH,’ no matter how infinitesimal or small, when beamed with ‘TRUST AND OBEDIENCE’ will always overcome darkness.” Having looked at the evolutionary history of an institution that has come a long way, WHAT CAN WE MAKE OR EXTRACT OF ITS MOTTO AND ANTHEM as they impacted on you during and after your sojourn in the School, till date? In exploring the Philosophy of Light and Truth Against their opposites, which are Darkness and Lie, we note the wisdom in the Motto as a concise phrase that encapsulates the VALUES, PRINCIPLES, and GOALS of an individual, organization, or institution. The Motto serves as a guiding philosophy in inspiring and motivating individuals to strive for excellence. From PHILOSOPHICAL Perspective, “FOR LIGHT AND TRUTH” symbolizes the PURSUIT OF KNOWLEDGE, UNDERSTANDING, and WISDOM. LIGHT represents ILLUMINATION, CLARITY, and INSIGHT, while TRUTH signifies AUTHENTICITY, ACCURACY, and INTEGRITY. While from the THEOLOGICAL Perspective, “FOR LIGHT AND TRUTH” are associated with DIVINE GUIDANCE and REVELATION. This motto encourages individuals to seek spiritual enlightenment and adhere to moral principles. The Tragedy of Failure to Imbibe Philosophy of Light & Truth include,

• Intellectual laziness,
• Darkness and ignorance;
• Moral decay and dishonesty;
• Stagnation and underdevelopment; and
• Disconnection from global progress and best practices.

If there are still lessons and reflections for us here, it is thus plausible that LIGHT (KNOWLEDGE) is essential for understanding; while TRUTH (INTEGRITY) is crucial for authenticity…. And the interplay between light and truth fosters:

• Intellectual and moral enlightenment;
• Critical thinking and Inquiry, and
• Honesty in the search for knowledge, ethical decision-making, and personal growth.

To me, this was clearly the Vision of the founding fathers of what is today, Gindiri Schools and indeed GICOSA while they were on their Missionary sojourn of fulfilling the Biblical injunction in Matthew 28:19: “…Go and make Disciples of all nations, baptizing them in the name of the Father, and of the Son and of the Holy Spirit….” (Matt. 28:19). In fulfilment of this clarion Charge, we all appreciate that Christianity started with the 12 Apostles, but with the Spirit resonating, it has grown from 12 Apostles to not just thousands, or millions, but billions of followers. In fact, today, Christianity is  the world’s largest and most widespread religion with over 2.5 billion followers, comprising over 30% of the world’s population spread over 157 Countries and territories.

PART 4.   WHAT ARE THE CONTRIBUTIONS OF MISSIONARIES TO EDUCATIONAL AND NATIONAL DEVELOPMENT

4.1.  The Church, Missionary and Evangelism in Proselytizing and Educating.

We must appreciate the Church and Missionary. In the barely one hundred and twenty (120) years of its existence, comparatively, it is commendable that COCIN has not relented in actualizing the vision for winning souls for Christ. That is why, today, the Church as one of the shining Light and Salt of the world has transcended beyond the shores of Nigeria; keeping the flocks together, serving in charity and fear of God in different ramifications, including education industry. The Church and its leadership as a grease and lubricant in spiritual guidance of this our earthly journey to eternity should not relent indulging all and sundry to understand that educational institutions and indeed the community, while exhibiting its humanity, is meant to serve society in this world and not over or against the world.

The Missionaries and Founders of the Gindiri Schools have no doubt played and still playing their role in a triple manner of Spiritual, Educational and Human Resource, and Human Capital Development. They also played critical roles as Teachers, Mentors, Patriots.

This occasion also rekindles the good old missionary days when schools had to be set up through genuine and committed efforts of the Missionaries. Given the quality of education we all enjoyed from the Missionaries, who had long recognized that education, as a social service should not be left to government alone is worth commending. Unfortunately, when past Governments in 1976, about 48 years ago decided to take over missionary schools, they did not truly comprehend the enormity of their action. They could not maintain these institutions as demanded. This led to tremendous fall in standards of education, including moral values and indoctrination. However, after many years of being in limbo government returned these schools to the missionaries in the year 2000, over 24 years ago. It now behooves the GICOSA to continue lending support in keeping the missionary spirit of ensuring quality education remains alive. The Missionaries focusing attention on the education of the younger generation is in consonance with the dictum “catch them young” and a step in the right direction. Catching them young is also predicted on the fundamental fact that the nursery level of child education is a critical transition stage of the child from the loving and caring hands of the parents at home to the learning environment of primary school through secondary school. At this stage too, we take advantage of the magnetic brain of the child, who easily grasp fundamental concepts relating to acquaintances with the teacher, peer groups, the school environment, learning of language(s), and gradually learning to appreciate pictures, alphabets, etc. Undoubtedly, this genuine effort is one, which should be supported by all, and sundry considering the fact that government alone cannot provide the needs of the education sector, let alone the entire needs of the society. As it is often said, good leaders establish a vision and motivate others to achieve such vision. For the GICOSA leadership, it has not only identified education to be a key factor in Nigeria’s quest for self-actualization and emancipation, but a necessary ingredient for securing the future of the youths. The GICOSA deserves commendation for pooling its resources and talents together towards addressing these challenges. The Church and Missionary have equally established a vision by motivating others to achieve their goal of having to work towards re-enacting the good days of missionary education in a nation that is beset by challenges of maintaining standards of education in the midst of competing demands and limited resources. 4.2.      Offsprings Or Descendant Schools: The efforts of the Founding-Fathers and role models in the establishments of the first form of schools, like the VTC, HETC, TTC led to what I refer to as “offsprings or descendant schools” that gave birth to other Schools like the Boys Secondary School (BSS), Girls High School (GHS), Demonstration Secondary School (DSS), School for the Blind. All these today constitute the Gindiri Schools. Their enormous contributions in human Resource Development that have impacted the State, Nigeria and the World cannot be over emphasized. The efforts and sacrifices of early Missionaries remain commendable till date; just as present ones and ensuring sustainability. Very significant in the contributions and efforts of the Church is the establishment of the Karl Kumm University (KKU), of which GICOSA together with other Sister Gindiri Old Students Association (GOSA) and COCIN are key players in the Take-off, Funding and Sustainability. 4.3.      Students Performances (WAEC/NECO Results). Over the years since inception, the Schools, including GICOSA products have maintained high standards. This can be seen from critical analysis of Students performances in different subjects in the Arts, Science and Technology, Past three years analysis showed between 80-100% pass at credit levels in virtually all subjects offered. The performances, which are still affirmed by the students diligence at higher institutions confirm that the School is not just a mere “passing Center” that assit students obtain fraudulent results at a price. This is commendable of both Teachers, Management and Students.

PART 5. THE ROLE OF GICOSA IN THE ALMA MATER…CLARION CALL AND TASKS THAT MUST BE DONE

The COCIN family is blessed with immense reservoir of Academics, Administrators, Technocrats, Elders and God-fearing people from public and private sectors. They must continue to step in and encourage any needful intervention from the Primary through secondary to the Karl Kumm University (KKU).  5.1.      Teachers, Mentors And Patriots. Having demonstrated courage, determination and integrity as yesterday’s teachers who have a vision and concern for the future of our youth of today, I wish to say you are rightly playing the role that is expected in sustaining your Unionism. The world’s renowned success stories begin from courageous and bold decisions and efforts, like the ones expected of your Old Boys Association today. You are equally helping to shape the future and lives of a generation of Nigerians who are tomorrow’s leaders. By this, you have not only given of your best contribution, but have taken the initiative to contribute in helping others secure a meaningful and better future. This event also clearly demonstrates the commitment of GICOSA as mentors, inspirers and influencers and in line with their profession as teachers that affect eternity. You can never tell where your influence would stop.

THE QUESTION NOW IS, WHAT ARE THE BLESSINGS YOU CAN PROUDLY COUNT?

HERE, I POSIT AND ASK ALL OF YOU, Posit: Gindiri Schools as a family and indeed the College has given you and the world much… We have the likes of Members of the Lot family (Joseph, Daniel, David), Late J.D. Gomwalk Pioneer Military Governor of Benue-Plateau, who set the trajectory and pace of governance of Plateau, Professor Ochapa Onazi (Former As Vice-Chancellor, University of Jos), Chief S.D. Lar, our first Civilian Governor, a GICOSA and great Emancipator, Chief S.G. Mafuyai, former Minister of Aviation, His Excellency, Ambassador Abdulkadir B. Rindap, first Career Ambassador of TTC product; Her Excellency, Amb. Prof. Mary Lar; Professor Samuel Aleideno; Rev. Dr. Soja Bewarang, Former COCIN President; etc. They all created impact that are felt till today. I Ask, what about you as Teachers, serving and retired? How many Students, Scientist, Lawyers, Engineers, Poets, Theatre Artists, Linguists, etc have you produced? These are our sources of pride on how, as Teachers, we have impacted and still doing so directly and indirectly in the lives of others. My Personal Exposure: I have my own personal stories to share in my 38 years 8 months of service today in the Academic and indeed, University system (….from my Mentors of GICOSA and GOSA Stocks, like Late Mr. Maclean Dikwal (Biology Teacher at Government College Makurdi), Professor Adebayo Oladimeji (My Undergraduate Teacher, Supervisor and Mentor in ABU Zaria who stimulated my interest in joining the Academic), Professor Ochapa C. Onazi (As Vice-Chancellor, he employed me in University of Jos and remained a Mentor till death), Professor Nenfort E. Gomwalk (Former VC who first exposed me to Academic Administration by appointing me as Head of Remedial Sciences Department),  Professor Monday Mangvwat (Former VC, Mentor, under whom I got into the Professorial bracket as Associate Professor 25 years ago and Professor Sonny G. Tyoden (Former VC, Mentor, under whom I got my full Professorial Chair 18 years ago), etc. Fast-forwarding and reflecting further, I can with humility count my blessings of having mentored several, e.g. those in academic, I can confidently talk of having a compliment of at least 50 Professors that I had taught at different levels from BSc, MSc, and PhD some of whom were or still serving as Deans, HoDs, Provosts and indeed, I have produced Vice-Chancellors and DVCs!!!! You can see how directly and indirectly your GICOSA & GOSA impacted on me too. The question remains still, if you can also reflect and count your blessings and contributions. 5.2.      EXPECTATIONS AND SYNERGY FOR ALUMNI MEMBERS Generally, Alumni who embrace the philosophy of “For Light and Truth” are expected to be role models, upholding the values of integrity, knowledge, and service to others. They are also expected to contribute to their alma mater and society by:

• Promoting Mentorship through providing guidance to younger generations and sharing wisdom gained from their experiences.
• Providing Community Service and Advocacy through using their resources, network, and influence to support initiatives that promote knowledge and justice and,
• Strengthening Institutional Reputation by demonstrating that the Alumni is an embodiment of the institution’s values, serving as good Ambassadors and enhancing its prestige through their achievements and ethical conduct.

5.3.   ROLE OF ALUMNI IN PROMOTING AND SUSTAINING INSTITUTIONAL VALUES.

It is plausible that Alumni are essential in upholding, strengthening, and expanding the reach of institutional values, ensuring that these ideals remain relevant and impactful for future generations. GICOSA can play a very vital role in promoting and sustaining institutional values, contributing to the legacy, growth, and influence of their Alma Mater in several key ways, but not limited to five parameters stated below:

• Living Ambassadors of Institutional Values: Alumni embody the values and ideals of their institution, acting as role models in their communities and professions. By practicing the principles and knowledge previously acquired, they showcase the institution’s strengths and character, reinforcing its reputation and credibility.
• Mentorship and Networking: Alumni can MENTOR current students, providing guidance, support, and insights that foster professional and personal growth. They often offer internships, job opportunities, or career advice, helping students and recent graduates build strong foundations in their chosen fields. By expanding and strengthening NETWORKS, Alumni create a community that extends the institution’s values globally, connecting individuals who share a commitment to excellence, integrity, and service.
• Supporting Institutional Development and Resources: Many Alumni contribute financially, funding scholarships, infrastructure, research, and development projects. This support enhances educational quality and opens opportunities for those who might not otherwise have access. Beyond financial support, alumni often contribute knowledge and expertise, providing advice on curriculum development, strategic planning, and innovation.
• Promoting Community Engagement and Social Responsibility. Alumni who commit to service and social responsibility highlight the institution’s emphasis on contributing positively to society. Whether through community service, advocacy, or social initiatives, Alumni help amplify the institution’s influence and reinforce its values of empathy, leadership, and civic responsibility.
• Enhancing Institutional Prestige and Partnerships. Successful alumni boost their institution’s reputation, attracting new students and partnerships. Their achievements bring recognition to their Alma Mater, enhancing its appeal and competitive edge. Alumni in influential positions can foster partnerships between their organization and the institution, encouraging collaborations, internships, and sponsorships that benefit both the institution and its students.

5.4.      STRATEGIES FOR SUSTAINING THE MOTTO OF INTEGRATING AND “LIGHT AND TRUTH” IN THE EDUCATION SYSTEM.

GICOSA must strive to integrate and sustain the ideals of in education through various strategies that encourage intellectual growth, integrity, and ethical responsibility. This should also be in both the learning process and broader School culture. Some strategies include:

• Mentorship: The modest support towards encouraging the synergy in Mentorship. Thus, by imbibing the model of values of “light and truth” intellectual integrity and curiosity can be promoted through displaying openness and humility in approach to knowledge.
• Constructive Engagement: This can be through Institutional Culture and Community Engagement that celebrate and uphold truth, transparency, and mutual respect through regular dialogues, events, and activities that promote these values across the student body and staff. This is even most auspicious in this era of challenges on “Yahoo-Yahoo!”

• Academic Integrity: Establish policies that emphasize academic integrity and provide support for ethical conduct, such as Honor Codes, Ethics Committees, and resources that address ethical dilemmas or challenges.

• Continuous Professional Development And Training: This can be encouraged through workshops on ethical decision-making, leadership, and integrity in teaching and administration. To ensure this, the GICOSA as Alumni should select amongst themselves and return as guest speakers or mentors to share on how these values have influenced their personal and professional lives and underscoring the lifelong relevance of these ideals.

• Reward System: Recognition and Reward Systems are important, given the fact that at 90 years old, GICOSA as a body has come a long way and should therefore be in position of influence to recognize and reward students, and staff who exemplify the values of “light and truth” through awards, scholarships, or recognition programs. Celebrating these qualities reinforces their importance and encourages others to strive toward them.

By implementing these strategies, both the Alumni and Institution can create an educational environment that consistently promotes and reinforces the ideals of “Light and Truth,” preparing students to apply these values throughout their lives.

• A BANTER…! 

Let me throw a Banter from my own end by sharing in the pride of my Alma Mater (the reverred Government College Makurdi) and the efforts and contributions of one of its Alumnus in the State and National development. This is without prejudice and the hope of also stimulating your thoughts further on the Theme of your Granite Anniversary. At a point the list of GICOSA and GOSA family members in Government and virtually every sector was so intimidating that amongst my bosom friends, we will not hear words, which of course was a naturally good source of pride….until my own salvation came where at least my Alma Mater, Government College Makurdi produced a State Governor in the person of Chief Joshua  Chibi Dariye (even though the GOSA blood resonate in him through his wife Mrs. Valentina Dariye, mni. At least we gave the State a lot during his tenure (1999 – 2007) in Health Services, Human Resource and Capital Developments. The most memorable and greatest gift in his “Re-Engineering” mantra was in the Education Industry where he established the College of Arts, Science and Technology (CAST), Kurgwi (Est. 2001, 23 years old) and the great Plateau State University (PLASU), Bokkos, which I was privileged not only to be part of establishing it as Chairman of the Implementation Committee (for establishment and takee-off, 2003-2005), but the Pioneer Vice-Chancellor (2005-2010). We made our modest contribution in ensuring proper take-off and survival. The University is today, 21 years down the line and one of the fastest growing Universities in the Country. To God be the Glory… AND SO, YOU TOO CAN TELL MANY OF YOUR INDIVIDUAL AND COLLECTIVE STORIES!!! Before the above, former Governors and GOSA and GICOSA Family Membersin persons of Late JD Gomwalk and SD Lar,  had set the paces for us and did lots of pioneering works in the areas of Health services, Education, massive Infrastructural developments, etc. The beauty of History and indeed, occasion like this is to always reflect with nostalgia and that if only everybody that come on board, makes his modest contribution, progress will always be made and will naturally be a source of pride to an Alma Mater and to the glory of God. These are my thoughts.

• A SPECIAL CLARION CALL

I wish to invoke the benefit and privilege of a Guest Speaker, and as someone coming from the university system and use this special occasion to make a clarion call that is not only limited to GICOSA but the entire GOSA family who should be seen to set the pace before reaching out to others with their tentacles of connections. The call is with respect to your latest Baby, the Karl Kumm University (KKU). A great GOSA Alumnus and its former National President, Professor Suleiman Elias Bogoro, along with other Patriots amongst you the GICOSA did a wonderful job in setting the pace in the take-off of the University and the effort has to be sustained so far.

1. KKU as an Institutional and Legal Framework of the Church, duly recognized by the National Universities Commission (NUC) and welcomed by all and sundry should continuously be supported to grow. I know what a university is…An Eagle Eye view of a University system tells us that it is the highest Citadel of learning and reservoir of knowledge. A University System is the Guardian of truth, Conservator of society’s heritage, Moulder of its youth and human resources, and the Pathfinder of a nation’s future. A University being at the apex of the educational system is expected by tradition and common consent to provide the Society with its Leadership. In order to accomplish these enormous tasks, a University System is usually allowed a privileged sanctuary, synonymous to living in a “protective bullet-proof glass house” where Staff and Students are diligently working and learning quietly and peacefully in a highly demanding network of check and balances; with zero-tolerance for disruption of its activities. This is not different with KKU, as a baby, growing up, bound to be faced with challenges, the imperative for endowment to sustain it, etc. This elicits the call to duty on all and sundry to keep supporting it so that nothing threatens its survival. I am reiterating this call; just as I did in my clarion call of 26/06/2021 when there were some challenges at its take-off and praying that never again should this happen. Education and Humanitarian Services have no boundary and so, even as a practicing Catholic, I felt duty bound to share in my experiences and exposures with a revered Sister denomination, the COCIN, in challenging times (Please, See: https://docs.google.com/document/d/1nMRr9ZksCkTSRSUOPutWbz0vL-HqW3uM/edit?usp=drivesdk&ouid=114960764229855817002&rtpof=true&sd=true)

1. KKU & FUNDING: This is without prejudice to the fact that with time, KKU will also have its Alumni who will be prepared to take up the challenges expected of any responsible and patriotic Alumni to its Alma Mater. Sometimes last year as I watched phenomenal development of the University, some concerns were expressed by young stakeholders, regarding funding support to the Church of Christ In Nations (COCIN)-owned first University in Nigeria. This compelled me to make some inputs and pleas through the Social Media on 26th May 2023, regarding “KKU FUNDING AND SURVIVAL.” Highlight of my positions then, which I am reiterating below are,

• It is worth noting that at this fledgling stage, the baby University needs to be nurtured and supported by all and sundry from critical stages of crawling, standing and fairly running on its feet.

• Painful as it may sound regarding funding support and taxing each other, we should see KKU as an institution that has taken off and should not be allowed into the abyss through any emotionally ladened slippery slope debate.

• There is NO PAEAN OR TRIUMPH WITHOUT PAIN. Education, no doubt, is an expensive venture. It takes some time to mature, but its positive multiplier effects and benefits in the long run are enormous. Let the Congregation continue to patiently sacrifice and support KKU for now.

• The good support right from the fledgling stage, which ensured its take-off should serve as a wake-up call to the Governing Council or Board of Trustees (BoT) and the Vice-Chancellor and Management Team to evolve strategic SUSTAINABILITY Plans that will ensure institutional survival in the long run, with least burden on the proprietors and stakeholders.

• Strategic Institutional Partnership, Diplomatic Advocacies to individuals and corporate organizations, Fund Generations (through several means like Entrepreneurship, Research and Development, Community Services, Endowments,) are the ways to go. These are indeed the ideals of modern University Governance and Funding, which must continue to be explored and utilized through diligent and creative leadership.

• Given the immense values of education, the early Missionaries laid emphasis on it and founded schools in all the nooks and crannies that they settled; and we have all been beneficiaries of their gestures. So, to clear the air and console the minds of some concerned critics, the Church, in exhibiting one of its Corporate Social Responsibilities, has business in running educational institutions from critical formative stage of Pre-Primary/Primary through Secondary to Tertiary (University, Polytechnic, College of Education etc). This is however without prejudice to the fact that Standards are not compromised as well as ensure a balancing act between the Church’s first calling in terms of Ministry/Evangelism and Business.

• While I urge the Youth groups whose future is built on education and, thus, greatest beneficiaries be the major Agents to propagate the ideals of financial and material support, I strongly believe that with courage and determination, the trio of The Proprietor, BoT and Management are equal to the task in assuaging fears and building confidence for the Common Good of both Society and Institution.

It takes an average of about 25 years for a fledgling University to mature and to a large extent “stand on its own,” but with well managed resources from endowment and other strategic initiatives. To think of beating a retreat in financial support, barely less than five years of take-off is a misnomer and suicidal. For example, Plateau State University, established by instrument of the Law in 2005 is 19 years old today. It is still throttling and dependent on the State Government. It cannot even be contemplated that Government will completely pull out of any funding support. Patience, Sacrifice and Support are the key words and the way to go for consideration always at your REUNION Meetings/Services.

PART 6.  SOLEMN REFLECTIONS ON THE COLLEGE ANTHEM AND CONCLUSION.

As I am about ending my Lecture, may I request, for good cause, that we stand up as mark of respect and honour to the School Anthem, “Trust and Obey,” SS & S 642 and recite Stanzas 1 and 5, then I will follow with concluding remarks. TRUST & OBEY (Sacred Songs & Solos, SS & S 642): ¹When we walk with the Lord In the light of His Word, What a glory He sheds on our way! While we do His good will. He abides with us still, And with all who will trust and obey. Refrain: Trust and obey, for there’s no other way To be happy in Jesus, but to trust and obey. ²Not a shadow can rise Not a cloud in the skies, But His smile quickly drives it away ; Not a doubt nor a fear, Not a sigh nor a tear, Can abide while we trust and obey. Refrain: Trust and obey, for there’s no other way To be happy in Jesus, but to trust and obey. ³Not a burden we bear, Not a sorrow we share, But our toil He doth richly repay ; Not a grief nor a loss, Not a frown nor a cross, But is blest if we trust and obey. Refrain: Trust and obey, for there’s no other way To be happy in Jesus, but to trust and obey. ⁴But we never can prove The delights of His love, Until all on the altar we lay ; For the favour He shows, And the joy He bestows, Are for them who will trust and obey. Refrain: Trust and obey, for there’s no other way To be happy in Jesus, but to trust and obey.  ⁵Then in fellowship sweet We will sit at His feet, Or we’ll walk by His side in the way ; What He says we will do, Where He sends we will go, Never fear, only trust and obey. Refrain: Trust and obey, for there’s no other way To be happy in Jesus, but to trust and obey. CONCLUSION.  Let me be both Philosophical and Theological in drawing my conclusion from the 1st and 5^th Stanzas of the GICOSA Anthem…. That, God in His infinite mercy and kindness, using the Church guided and gave you education to go to the ends of the earth in service to humanity For Light and Truth… Today, I say, in this life, there is no greater peace, no greater joy, than to walk with the Lord, embracing the light of His Word as He illuminates our path. When we commit ourselves to His will, He is there with us, guiding, comforting, and strengthening our hearts. And as we journey with Him, in sweet fellowship, we learn to listen, to follow, to trust, and to obey. So let us continue going where The Lord sends, doing as He asks, and never be afraid, for we are not alone. With unwavering trust, let us walk forward, knowing that His presence will always be with us (in front, at the back, and sideways), leading us in love, now and forever. THEN, as Old Students and at our ripe, old age and at the fullness of time, as Christians looking forward to an eternal life and communion with the saints in the Heavenly abode, we should be able to tell the world, as in Paul’s Charge to Timothy in 2 Timothy Chpt. 4 Vs 6 – 8: “⁶For I am already being poured out like a drink offering; and the time has come for my departure. ⁷I have fought the good fight, I have finished the race, I have kept the FAITH. ⁸Now there is in store for me the crown of righteousness, which the Lord, the righteous Judge will award me on that day; and not only to me, but also to all who have longed for His appearing.” My question, arising from above, having received much from your Alma Mater, and “FOR LIGHT AND TRUTH,”

• Have you paid back enough?

• Have you served humanity enough and to the best of your ability and conscience?

• Have you, in the course of your service to humanity, strived to do so, with characteristic bluntness, bearing in mind the 7-word statement of “DO NOT LET YOUR HEARTS BE AFRAID (or Troubled) (7 words)” or “Do not be afraid?” The above seven (7) words statement is mentioned in one hundred verses in the Holy Bible (from the Old through the New Testament) and three hundred and sixty (360) times! By implication, as a family and people, God has strengthened and encouraged us NOT to be afraid but be courageous. We should therefore strive to proclaim this statement every day of the 7 days in a week and 360 days of the year, thus to be recited once every day of the year; saying and doing the right thing in the name of God; and then always be ready to meet The Lord, where His Grace is Sufficient.

For Light and Truth, these are Questions that should be recurring decimals in our minds daily.   Without Prejudice, as a Family, today, you are privileged to have the Executive Governor, Hon. Minister, Secretary to Government of the State (SGS), Attorney-General of The State, etc, etc,; all serving in Government. The ball is in your court in the light your collective DEBT OF HONOUR TO THE GINDIRI SCHOOLS collectively and beyond GICOSA.   Your Excellency, Chairman and Chairlady of the Occasion, Distinguished GICOSA Members, Ladies and Gentlemen, that you have accorded me the honour to share and reflect with you, in-depth, on the topical issue of “The Role Of Gindiri Old Students’ Association (GICOSA) In The Educational Transformation Of The Alma Mater” is a great privilege and I thank you sincerely for the attention and above all, once again Congratulations to you all on this auspicious occasion of 90 years Anniversary, which is truly Granite. Thank You and God Bless!

PROF. J. W. WADE, mni.

01.11. 2024.

Brief Profile

Of

PROFESSOR JOHN WOKTON WADE, PhD (Stirling, U.K.), KSM, mni.

Professor of Aquaculture and Fisheries Management, with specialized interests and experiences in Ecology and Sustainable Development issues, Administration and Strategic Public Policy Analysis. An avowed

advocate of pro-excellence and shaping a culture that put Humanism and the Truth first.

Profile A Scientist, Writer, Policy and Strategy Analyst. Seasoned Academic and Public Administrator with track record of over thirty-eight years cognate experience in Teaching, Research, Administration, Diplomacy in Negotiation and Mediation and Community Services.  Served as Head, Department of Remedial Sciences, University of Jos (1997-1999); Provost, College of Education, Gindiri (1999-2003); Chairman, Implementation Committee for the establishment of proposed Plateau State University (2003 – 2005); Pioneer Vice-Chancellor, Plateau State University, Bokkos (2005 – 2010); Director-General, Research, Strategic Planning and Documentation, Plateau State (May 2015 – May 2023) and Currently, Lecturer, Department of Zoology, Faculty of Natural Sciences, University of Jos, Nigeria.  Over the years, and still counting, had taught and supervised Courses/Research Works of thousands of undergraduate (BSc) and hundreds of postgraduate (MSc & PhD) Students. Served as Consultant to the United Nations Development Programme (UNDP); Agricultural Development Programmes (ADPs), Nigeria Film Corporation/National Film Institute (NFC/NFI); Accreditation Team Member and External Examiner and Assessor to some Nigerian Universities under the auspices of the National Universities Commission (NUC). Resource Person/External Examiner to the Nation’s highest Think Tank and most prestigious Institute, namely, The National Institute for Policy and Strategic Studies (NIPSS), Kuru. Attended several Conferences, Seminars, Workshops, Nationally and Internationally and presented Experience Papers. Recipient of several National and International Awards in recognition of service to humanity. Have over 170 publications in learned National and International Journals, covering Chapters in Books, Proceedings, Policy, Research and Technical Reports as well as Vignettes on Public/Political Discourses; Supervised over 100 Field and Library Seminar Research Projects at Undergraduate and Postgraduate levels. Over the years, have nurtured and produced at least 50 Professors and numerous reputable Academic Researchers as well as hundreds of Public Servants. Have visited and or stayed in 21 countries, covering four continents of the world. A Catholic Knight of the Order of St. Mulumba (KSM), Married to Dr. Mrs. Patricia Delsat Wade, MB.BS, FMCoph, FPaed Ophthal., Dip. In HSMgt, Professor of Ophthalmology and Paediatric Ophthalmology and blessed with Children.

Prof. J. W. Wade, KSM, mni  CONTACT Fwavwei, Behind Old Government House,  Rayfield, Jos, Plateau State – Nigeria. +2348033174969, +2348078080004 wadejohn1959@gmail.com wadej@unijos.edu.ng EDUCATION BSc (Hons.) Zoology, Ahmadu Bello University, Zaria, 1983. Sc Applied Hydrobiology & Fisheries, University of Jos, 1985. PhD Aquaculture and Fisheries Management, University of Stirling, Scotland, U.K., 1990.  CERT. In Management Education (AISEC), University of Stirling, Scotland, U.K., 1990.  CERT. mni, Member National Institute. The National Instutute for Policy and Strategic Studies, Kuru. SEC. 24, 2002.  CERT. In Basic Theology, St. Augustine Major Seminary, Jos., 2018.  CERT. In Negotiation and Mediation. Clingendael Netherlands Institute of International Relations, The Hague, Netherlands. 2023. CERT. In Postgraduate Research Clinic/Quality Assurance: “Writing, Finishing and Publishing Academic Papers.”  Dept. of Zoology, University of Jos. 2023. Attended several other Senior Executive and Professional Courses and obtained Certificate SKILLS/HOBBIES ·   Critical Thinking and Intellectual Discussions. ·   Strategic Planning and Analysis. ·   Travelling, Nature Watch & Documentaries. ·   Writing and Communication.