N10bn loss

Abuja Airport Closure: Nigerian Airlines Lose N10bn in Three Weeks

Nigerian airline operators have put at about N10 billion, the lost they have incurred in the first three weeks the Nnamdi Azikiwe International Airport, Abuja was closed for the rehabilitation of its runway.

These losses, according to the airlines, were a result of low passenger traffic, more fuel consumption and increased remuneration due to crew’s extra flight time.

Some of the operators, passengers and airport officials, who spoke to THISDAY on Wednesday, said passenger traffic has significantly reduced because many people, who would not want to go through Kaduna, have suspended their trips to Abuja pending when the airport will be reopened

How to survive recession

HOW TO SURVIVE RECESSION
This is a a buy-able idea..

by Tony Jeary, author of Strategic Acceleration: Succeed at the Speed of Life The key to surviving a recession isn't necessarily in digging in and trying to hold out till the economy improves. If you want to survive, you'll need to be willing to take a chance when new opportunities present themselves.

The secret to surviving a recession is opportunity recognition. The first step in opportunity recognition is to know and believe that there will always be opportunity for those who seek and pursue it. Regardless of how bad the economy may seem, people still buy and sell. People still have needs to fill and businesses have products and services that meet those needs. When the economy goes south, however, there is mass fear and concern and the perception is that the entire world may completely cease to function. This is patently untrue. Even in the Great Depression of the 1930's the world continued to function and 75% of Americans had work and jobs. Some people actually became wealthy during the Great Depression because they were able to identify opportunity and capture it.

One of the great examples of success during the Great Depression is the motion picture industry. People were so distressed and fearful about their economic condition they needed emotional relief and a means to escape. The movies provided that relief, no matter how brief and temporary. The movie industry identified need and opportunity and filled it at a price people were able to pay. Opportunity always exists, even though it may be harder to recognize in tough times because it takes a different form.

In good times, opportunity comes in the form of just doing more of what already works. Opportunity in good times assumes the continuation of the normal and capitalizes on things remaining normal. In bad times, opportunity comes by abandoning things that no longer work and finding new things that will work, based on new needs. Recession itself is a great opportunity for those who choose to see it that way. It's just that the opportunities may look different and they might require us to leave our comfort zones. Now we are down to the real stress that a bad economy produces; the stress of change and the need to leave our comfort zones! Sometimes that means taking a new road.

Let's Drop 'College Ready' and Be 'Career Ready'

Education may not consistently be good at many things. But, it does seem to be great at both acronyms (CTE, PBL, EDI, ELL, SPED, PLC and so on) and catch phrases (21st century learning, personalized learning, future ready). One of the more popular catchphrases as of late is College & Career Ready.

Indeed, the ‘Career’ part is a more recent addition. For years, we really just said (and lived) College Ready. I’m here to suggest it’s time to drop the College Ready and only use Career Ready. Don’t get me wrong. I do think almost everyone needs some sort of post-secondary training, especially in our new globalized economy. But I am suggesting that we use Career Ready only knowing that one’s career path should dictate their post-secondary education or training path. Additionally, it will allow us to focus on the requisite skills and planning required for young people to have lifelong employability in the 21st century.

One of the early questions to me is what does college ready really mean? There have been some established standards relating to essentially basic skills, as well as critical thinking and communication. But they are incomplete at best. At worst, they are not even relevant to true success. After all, no matter what has been done in our secondary systems, college folks have always said that our students are generally not ready.

However, I’m not here to debate the definition of college ready. I am suggesting that there is far sinister method to the madness. It is my belief that our entire secondary system has been and continues to be focused on College Readiness for all - and not true Career Readiness.

Indeed, our courses, requirements, testing, counseling and student time are heavily devoted to college-related matters. And although we have now added the world ‘Career,’ as well as a renewed dedication to CTE, the college mindset is firmly embedded in our students, parents, teachers and communities.

One might be thinking at this point, what’s the bad thing? Everyone wants to college. Isn’t that a good thing? It sounds good, but has actually a produced a series of challenges that continue to be hard to overcome.

First, while we have devised the college or university for all mentality, we forgot to check what is actually taking place in the workplace, the labor market and the economy. Here are some data points:

7:2:1 - this is the ratio of jobs in our economy. For every 10 jobs, only one requires an advanced degree, only two require a bachelor’s level and degree and seven of them require a two-year or technical degree. Actually, this has been a steady trend line for several previous decades and it is anticipated to be going forward for many decades to come (go to Dr. Kevin Fleming’s Success In the New Economy to find out more). Essentially, why have we convinced everyone to go to college while ignoring the realities of work and pathways to get there.

Many studies reveal that only half, or less, of all students that enter a four-year university or college degree program ever complete the program. According to the Chronicle of Higher Education, the total number of undergraduate-level completions per 100 full-time students, in all degree programs taking one year in length or more, is only 22.6%. You can look state by state, or college by college, and it doesn’t get much better. We have pushed more people to go, but too many of them end up not going anywhere unless you count large debt and no specific career path.

Grey-Collar Employment Challenge. And for the ones that are graduating or completing degree programs, ⅓ or 33% of them are either unemployed or underemployed (Grey Collar jobs) well into their 30’s.

Time and Money are Time and Money. Our completion rates are abysmal. Our average length of time to get a degree is abysmal as well. Then add in the financial crisis of students loan debt, and we have one messed up system not helping our young people find career success or happiness at any acceptable rate.

Lost in a Maze / Haze. Too many of our high school graduates are enrolling in college with no set career plan or understanding of their path. They often enroll at community colleges to take their general education classes. Sadly, the often use up their financial and burnout long before they complete any sort of degree or certificate.

The ‘Uber” Effect. Experts predict 40% or more of that work will be ‘freelancing.’ (See Forbes’ article The Rise of The Freelance Economy). How are our classes, programs, curriculum, instruction and career preparation addressing this phenomenon?

So, let’s be honest. Our high school counselors are college counselors and not career counselors. This is not their fault. They are agents of system that has dictated that college is our focus.

The average high school student is bombarded constantly with information about college including, but not limited to applications, scholarships, testing, financial aid, housing and more. On the other side, we have large #’s of high schoolers still going through our system with very little career planning or preparation. The majority are taking any CTE courses or classes connected to careers. Most do not spend any time in their core or elective classes researching or planning careers. Indeed, most attend a Career Fair or two and basically throw a proverbial dart of their post-secondary training and career possibilities.

Dr. Kevin Fleming and his associates have offered a variety of solutions. One is to examine how we guide our students in choosing a college. He argues that we have traditionally seen students, with support from their parents and educators, first choose a college, then a major and then a career. Fleming suggests, and I completely agree, that we have it backwards and that it should be flipped. Watch this short video that explains that and more related to Flipping the College-Decision-Making Paradigm Video.

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As Fleming and others will point out, we have created a culture of college for all students. We have convinced them to go to college, but have not created understanding of why. Our classrooms, schools, websites and literature K-12 are full of college pennants, information and facts. But we include very little, if any, about careers and career skills.

So, what should we do in addition to dropping College Ready and going with just Career Ready? Here are some ideas:

Change the conversation from where do you want to go to school to what do you want to do in your career?

Build Career Advising into our counselors’ pedagogy and priorities. We need to start with career before we go to college.

Screen-Shot-2015-02-01-at-9.40.22-PM-1024x460.png

Build career-related curriculum into our core courses (see my previous work of Integrating CTE Into the Core Curriculum. For example, since high school students take four years of English, could not part of their English courses focuses on career exploration and preparation. After all, what could be more important to read about, write about, research, and connect to than one’s career path? See my Odysseyware blog post "Integrating CTE Into The General Curriculum" on this. Also, What if we had math, science, and social science incorporate career exploration and CTE work into their subject matter? Why not show how professionals use these content areas and skills?

What if high schools had a CTE requirement each year? No offense to our other requirements, but what is going to prepare students more for their collective and diverse futures? If we had a general CTE preparation course, 9th and 10th grades could be devoted to exploration and info gathering, while 11th and 12th grades could be for internships and other work-based experiences.

What if our courses focused on skills acquisition and mastery ? Too many students don’t have the skills they need and many can’t articulate the ones they have. The future of work is less focused on degrees and credentials and more focused on skills that can be demonstrated. In addition to any technical or specific career pathway skills, the world of work is also asking for everything from soft skills to newer skills from the digital, global economy.

Some schools have gone to work-based graduation requirements such as internship for all juniors and seniors. But this can a variety of things including job shadowing, externships, internships, summer experiences, mentoring and more.

We need to well beyond an annual career fair or career interest inventory. Students need to spend concentrated amounts of time consistently throughout their high school career getting ready for their professional career.

Build in things like individual student portfolios, websites and presentations throughout curriculum and instructional programs. These will enhance one’s resume and ability to connect with employers for internships, externships, jobs and more.

My guess is there is a lot more that we could do. However, it won’t happen until we change both the language and the focus. It really challenges us to reflect on what the primary purpose of education is? If it’s about getting one ready for life, then we have to acknowledge that this means career first and foremost. College, or post-secondary training of some kind, will undoubtedly be in the mix for most students. But we have to make career the goal, the foundation, the conversation and the priority.

(photos courtesy of Getty Images, Foter, Flickr)

SCHOLARSHIP 2017/2018 update for UNDERGRADUATE AND POST-GRADUATE

Naira to exchange at N415 to dollar – Bureau De Change operators

The Association of Bureau De Change Operators of Nigeria, ABCON, has said that the naira would eventually trade at N415 to a dollar as the series of intervention by the Central Bank of Nigeria, CBN, are sustained.

Aminu Gwadabe, president of ABCON, speaking with the News Agency of Nigeria in Lagos on Tuesday, said that the new foreign exchange, forex, policy had eliminated frivolous demand for dollars among Nigerians.

Mr. Gwadabe said frivolous demand for dollar has been responsible for the weakness of the naira, adding that CBN’s continued intervention at the forex market would soon hit speculators and currency hoarders.

“Currency speculators and hoarders would suffer more losses as the CBN injects more dollars to the interbank market,” he said.

“The sustained intervention by the CBN will technically take speculators out of business.

“My expectation is that if both volumes and applicable exchange rates are reviewed for the BDC sub-sector, the naira would be trading at N415 to a dollar.”

The ABCON boss said that the CBN had recorded a huge success because of its new policy, adding that the naira had continued to strengthen at the parallel market, exchanging at N435 to a dollar.

He explained further that granting of more access to the BDCs at the International Money Transfer Services Operators window would help to further strengthen the naira against the dollar.

The CBN has injected over $1.5 billion since February when it started its intervention at the interbank market.

The apex bank said that its aim was to bring stability to the foreign exchange market and provide easy access of foreign currencies to businesses and individuals.

Earlier on Monday, an additional $180 million was injected into the market to meet bids for wholesale auction and requests for invisibles such as medicals, tuition and personal travel allowances.

SOURCE: http://www.premiumtimesng.com

NYSC UPDATE!!!

NYSC Mobilization Time Table For 2017 Batch A

S/NO	Event	Date
1	Briefing/Sensitization of Final year students/prospective corps Members.	4th - 16th April 2017
2	Display of list of all approved programmes for institutions on NYSC portal for cross checking feedback.	3rd - 7th April 2017
3	Collation of Prospective Corps Members' Data by Corps Producing Institutions (CPIs)	3rd - 9th April 2017
4	Submission/Uploading of Senate/Academic Board Approved Result for Full/Part-Time Graduates and Revalidation Lists by CPIs	10th - 16th April 2017
5	Uploading of Corrected Lists by Corps Producing Institutions (CPIs)	10th - 16th April 2017
6	On-line Registration by Foreign and locally Trained Nigerian Graduates	17th April to 4th May 2017
7	Entertainment of complaints from Prospective Corps Members by the state Deployment and Relocation officers and NYSC Help Lines/Desks	17th April to 4th May 2017
8	Forwarding of Complaints to Mobilisation Dept by State Deployment and Relocation officers	17th April to 4th May 2017
9	Deployment and printing of call-up letters by ICT department	4th - 6th May, 2017
10	Notification/On-line Printing of Call-up Letters/delivery of call-up letters to institutions	4th - 6th May, 2017
11	Online printing of deployment disposition by Corps Producing Institutions (CPIs)	6th - 8th May, 2017
12	2017 Batch 'A' Orientation Course

source http://nysc.gov.ng/mob-timetable/2017/2017a.php

Job update

This is to inform the general public that applications are invited from suitably qualified candidates to occupy the following vacant positions in the College of Medicine, Ekiti

State University, Ado-Ekiti.

1. Department of Anatomy: Professor/Reader, Senior Lecturer, Lecturer I and LaboratoryTechnologist
2. Department of Physiology:
Professor/Reader. Senior Lecturer. Lecturer I and Lecturer II Laboratory Technologist
3. Department of Medical Biochemistry:
Professor/Reader, Senior Lecturer. Lecturer I
4. Department of Medicine:
Professor/Reader, Senior Lecturer, Lecturer I (Neurology)
5. Department of Surgery:
Professor/Reader. Senior Lecturer. Lecturer I (Cardiothorocic Surgery or Neurology)
6. Department of Obstetrics & Gynecology:
Professor/Reader, Senior Lecturer, Lecturer I
7. Department of Paediatrics:
Professor/Reader, Senior Lecturer. Lecturer I
8. Department of Community Health:
Laboratory Technologist/Laboratory Scientist
9. Department of Anaesthesia
Professor/Reader, Senior Lecturer. Lecturer I
10. Department of Pharmacology:
Professor/Reader, Senior Lecturer, Lecturer I and Laboratory Technologist
11. Departments of Chemical Pathology
Professor/Reader. Senior Lecturer. Lecturer I and Laboratory Technologist
12. Departments of Medical Microbiology
Professor/Reader, Senior Lecturer. Lecturer 1 and Laboratory Technologist
13. Departments of Haematology
Professor/Reader, Senior Lecturer, Lecturer I
14. Department of Nursing
Professor/Reader, Senior Lecturer, Lecturer I and Lecturer II and Laboratory Technologist

QUALIFICATION AND EXPERIENCE

I. PROFESSOR (CONUASS 07)

Candidates in the Basic Medical Sciences must possess Ph.D from recognized institution. Possession of a registrable medical degree will be an advantage.
Candidates for Professorship in the Basic Medical Sciences must demonstrate evidence of teaching in a University or an institution of similar standing for at least 12 years and must have contributed to knowledge in the form of scholarly publications in reputable joumals.
For Clinical Departments candidates must possess Fellowship of the National Postgraduate Medical College of Nigeria or the West African Postgraduate Medical College or similar College Overseas. A Ph.D degree will be an additional advantage. Candidates for Professorship must demonstrate evidence of teaching in a University or an institution of similar standing for at least 9 years and must have contributed to knowledge in the form of scholarly publications in reputable journals.
Candidates should have a minimum of two years as a Reader/Associate Professor: Computer literacy is an important requirement. For Nursing: Aside from qualifications prescribed for Professorship. candidates must possess bachelors degree with not less than Second Class Lower Division, Registered as a Nurse/Midwife/Public Health with the Nursing and Midwifery Council of Nigeria. Master’s Degree in Nursing Science. Doctor of Philosophy or Doctor of Nursing Science. In addition. candidates for this position will be required to pioneer an academic Department and nurture it to maturity in the shortest position time. He/She must have capacity to provide academic and managerial leadership to upcoming colleagues and be able to attract research grants.
2. READER (CONUASS 6)
Candidates must possess qualifications similar to those of Professors as stated above. Candidates should have a minimum of two years as a Senior Lecturer in a University or an institution of similar standing. For Nursing: Bachelors degree with not less than Second Class Lower Division. Registered as a Nurse/Midwife/Public Health with the Nursing and Midwifery Council of Nigeria, Master’s Degree in Nursing. Doctor of Philosophy or Doctor of Nursing Science, Anal consideration of appointment as professor or Reader will be made after positive Report on the assessment of publications and interview.
3. SENIOR LECTURER (CONUASS 5)

Candidates must possess Ph.D from a recognized institution or MBBS and registrable postgraduate fellowship (by examination) in a related discipline for candidates with Ph.D MBBS will be an advantage. For Nursing: Bachelors degree with not less than Second Class Lower Division, Registered as a Nurse/Midwife/Public Health with the Nursing and Midwifery Council of Nigeria Master’s Degree in Nursing, Doctor of Philosophy or Doctor of Nursing Science.
Candidates for Senior Lectureship must demonstrate evidence of teaching in a university or an institution of similar standing and contribution to knowledge in the form of scholarly publication in reputable journals. Candidates with Ph.D must have a minimum of two years as Lecturer Computer literacy is an important requirement.

4. LECTURER I (CONUASS 4)

Candidate must possess Ph.D from a recognized institutions MBBS and registrable postgraduate fellowship (by examination) in a related discipline or MBBS or its equivalent will be an advantage. Candidates for Lecturer I must demonstrate evidence of teaching in a University or an institution of similar standing and contribution to knowledge in the form of scholarly publication in reputable journals. Candidate with Ph.D must have spent a minimum of two years as a Lecturer II. Computer literacy is an important requirement. For Nursing: Bachelors degree with not less than Second Class Lower Division, Registered as a Nurse/Midwife/Public Health with the Nursing and Midwifery Council of Nigeria, Master’s Degree in Nursing, Doctor of Philosophy or Doctor of Nursing Science.

5. LECTURER II (CONUASS 03)
Candidates for Lecturer II must demonstrate evidence of teaching in a University or an institution of similar standing and contribution to knowledge in the form of scholarly publication in reputable journals. Computer literacy is an important requirement. For Nursing: A candidate for the position of Lecturer II must possess. Bachelors degree with not less than Second Class Lower Division, Registered as a Nurse/Midwife/Public Health with the Nursing and Midwifery Council of Nigeria. Master’s Degree in Nursing
6. MEDICAL LABORATORY SCIENTISTS/TECHNOLOGIST I/11 (CONUASS 8/7)
Candidates must possess a good University degree in Medical Laboratory Sciences or its equivalent and current registration with appropriate regulatory body (e.g.) Medical Laboratory Science Council of Nigeria. Nigeria institute for Science Technologists. Candidates for Laboratory Scientist/Technology I must also have three (3) years post•qualification experience in a tertiary institution.
VACANCIES IN THE HEALTH CENTERS
Applications are invited from suitably qualified candidates for the following Non-Teaching posts in the health Centre of the University:
1. Staff Nurse/Midwife-(CONNUNASS 07)
Candidates must posses B.Sc. degree in Nursing RNRM with two years post qualification experience, Candidates must posses Nurses and Midwifery Council license.
2. Health Assistants (CONNUNAS 03)
Candidates must possess JCHEW Certificate with two yeas Post qualification experience.

CONDITIONS OF SERVICE

As contained in the Ekiti State University. Ado-Ekiti conditions of Service Governing Staff appointments.
METHOD OF APPLICATION
Detailed application (15 copies) should include candidates Curriculum Vitae as follows: –

Post being sought – Full Name

Place and Date of Birth – Contact Address

Telephone Number – Nationality

Sex – E-mail

State/Local Govt. Area

Number and Ages of Children

Name and Addresses of three Referees who should be requested to forward their References to the Registrar, University of Ado-Ekiti, PM.B.5363, Ado. Ekiti, Nigeria.
Academic and Professional Qualification (including granting institutions and dates)
Current position Previous Posts with dates
Details of Publications (to include authors. title of articles or books. journal name. volume no, pages and dates of publication) Short statement of current research activities Date of availability for duties if appointed
CLOSING DATE
Applications and supporting documents should be forwarded to the Registrar. Ekiti State University. RM.B.5363. Ado-Ekiti. Nigeria not later than one week from the date of this publication. Akin Arogundade, Esq Registrar

N10bn loss

Abuja Airport Closure: Nigerian Airlines Lose N10bn in Three Weeks

How to survive recession

Let's Drop 'College Ready' and Be 'Career Ready'

(photos courtesy of Getty Images, Foter, Flickr)

SCHOLARSHIP 2017/2018 update for UNDERGRADUATE AND POST-GRADUATE

Naira to exchange at N415 to dollar – Bureau De Change operators

NYSC UPDATE!!!

Job update

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