Within just two weeks (June 5 - 16, 2025), Ahmadu Bello University (ABU) captured the national spotlight - twice. First, a team of its stud...
Within just two weeks (June 5 - 16, 2025), Ahmadu Bello University (ABU) captured the national spotlight - twice. First, a team of its students triumphed at the Huawei ICT Skills Competition Global Finals in Shenzhen, China, outperforming elite teams from around the world. Barely had the applause faded when ABU students once again rose to prominence, winning the maiden Community Court of Justice Moot Court Competition for law students in Nigeria. These are not isolated victories. They are clear indicators of what can happen when purpose-driven student selection meets outcome-based education and focused, intensive training. In both competitions, the students were carefully chosen and trained with the singular goal of winning. They were not trained generally-they were trained specifically, with measurable learning outcomes and targeted performance standards.
These results compel us to ask: What if Nigerian universities adopted this same philosophy in their general student admissions and education systems? Could we systematically produce graduates who are not just employable, but who excel, lead, and win in national and global arenas?
The current model of university admission in Nigeria is largely based on UTME scores. The candidates for admission are divided into four main categories. About 45 per cent of the admission is based on merit. The balance is for candidates from the (i) Catchment Area of the university (35%), and (ii) Educationally Less Developed States (ELDS) (20%). Some universities may have small percentage of admission based on the discretion of its management. While useful for mass selection, this system rarely considers a candidate's long-term goals, skills trajectory, or personal discipline. As a result, many students enter institutions with little clarity on what is expected of them-or what they can become.
In contrast, both the ICT and moot court winning teams from ABU were selected through rigorous screening, not just based on grades but also on demonstrated passion, potential, and discipline. They were not merely thrown into programmes and left to 'figure it out.' They were given a clear purpose: win this competition. Everything else-lectures, mentoring, simulations, peer support-was aligned toward that singular goal. As renowned education researcher, John Hattie, says 'When the destination is clear, the path becomes easier to build'.
This is the core of Outcome-Based Education (OBE)-an approach that has transformed learning outcomes in countries like Singapore, Finland, and South Korea. These nations admit students with an eye on their end capabilities, then design curricula and assessments to guarantee those outcomes. It's no coincidence that they also rank among the world's top producers of global talent and innovation.
In the ABU case, students were not trained to 'know ICT' or 'know the law.' They were trained to perform-to apply their knowledge under pressure, in real-world scenarios, and against the best minds from other universities. That's a fundamentally different kind of education. In Finland, teacher education follows a similar model. Only the top 10 per cent of students are admitted into teaching programmes-not based only on grades, but on interviews, interpersonal skills, and a passion for children. The outcome is clear: to produce teachers capable of transforming lives. As a result, Finland's schools are among the best-performing globally, with minimal standardised testing and maximal learning impact. In China, special STEM high schools and universities employ focused, rigorous grooming of students selected for international math, science, and programming competitions. They are trained like Olympic athletes, with precise objectives, deliberate practice, and expert coaching. And they almost always win.
The ABU victories affirm a timeless Aristotelian maxim: 'Excellence is not an accident. It is the result of high intention, sincere effort, and intelligent execution.' It is perhaps this culture of intentional effort that leads the students of ABU, to proudly consider themselves 'Naturally Ahead' - a slogan that reflects the university's reputation for academic excellence and its students' access to a vast alumni network.
Importantly, if universities in Nigeria-and especially flagship institutions like ABU-adopt a model that ties student admission to expected graduate outcomes, the results could be transformative. Any university could replicate ABU's Winning Formula by adopting the following five steps: (i) Specialised Admission Tracks: Allow students to apply into clear career tracks-ICT innovation, public speaking and advocacy, entrepreneurship, etc.-and screen them accordingly. (ii) Outcome-Based Curriculum Design: Courses and assessments should be aligned to measurable skills and competencies, not just abstract content. (iii) Deliberate Practice and Mentorship: Winners in any field spend time on structured practice under expert guidance. This must be institutionalised, not left to chance. (iv) Incentives for Excellence: Universities must reward outcome-focused programs and departments that consistently deliver national and global achievers. And (v) Real-World Simulation and Exposure: Like ABU's moot court and Huawei teams, students should regularly engage in competitions, simulations, and internships to test and refine their skills.
Nigeria's youth are not lacking in intelligence. They are full of raw brilliance waiting for the right system to unlock it. The dual triumphs of ABU students show what is possible when we move from mass admission to mission-driven selection, and from rote education to outcome-based learning.
Let every Nigerian university take note. Let every faculty, department, and curriculum planner rethink their approach. As the victories at ABU show, we can build a generation of winners-not by chance, but by design. 'Begin with the end in mind,' wrote Stephen Covey. In the story of ABU's success, we see a powerful reminder that if we know what kind of graduate we want to produce, we can build the path to get there-every time.
Therefore, whenever you meet a student who perceives himself to be naturally ahead of his peers, he is likely to be from ABU. And the perception is not based on an empty rhetoric; it is based on a model that impact knowledge, skills, and attitudes with high intention, sincere effort, and intelligent execution. It is based on ABU's Winning Model.
Provided by SyndiGate Media Inc. (Syndigate.info).
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