‘You Are Not Dull’ — Education BGS Adebayo Afolabi Speaks on Learning and Growth

By Success Essien, Jacinta Ijeoma, Abdullahi Rahmat, Omope Oyinnijesu, Akpobi Oluwatosin, and Ajibola Oyindamola Odunayo

“The man who moves a mountain begins by carrying away small stones.” This classic proverb, often attributed to Confucius, perfectly mirrors the patient, brick-by-brick ascent of Adebayo Afolabi, the best graduating student of the Faculty of Education. When he finally resumed at the University of Lagos in 2020 after years of trying for admission, he did not feel like a man capable of moving mountains. In fact, his internal narrative was one of deep doubt. “When I resumed at 100 level, my self-esteem was zero,” he admitted.

The shift from feeling out of place to leading his department did not happen by accident; it began when he started carrying those small stones, reaching out to lecturers and realising that success was a collaborative process rather than a solo performance. Today, as the BGS of the Department of Biology Education, Afolabi is a living rebuttal to the stereotypes that shadow his faculty. “There’s this perception that education students are dull,” he said. “It’s a very wrong perception… You’re only dull if you choose to be.”

For the BGS, academic excellence required navigating a unique duality: balancing rigorous scientific study with the methodology of teaching. His path in Biology Education required him to master courses in both the Faculty of Science and the Faculty of Education, a “double life” that is often underestimated by those outside the department.

“That balance is not easy, but it shows how hardworking and capable education students really are,” he noted. To maintain this equilibrium, he had to learn the art of sacrifice. Recognising he could not be everywhere at once, he made the calculated decision to prioritise his workload. “I had to let go of some things,” he said. “I knew I couldn’t do everything at the same time.”

One of the most significant shifts in Afolabi’s journey was the move from isolation to community. Early on, he realised that trying to figure everything out on his own was a recipe for stagnation. Instead, he began to treat the university as a collective resource, forming strong relationships with classmates and seniors.

“School is a community,” he asserted. “You have to leverage the strength and experience of other people.” By drawing motivation and advice from those around him, he found the consistency and persistence needed to thrive. His philosophy became one where the only true failure was a refusal to engage. “Failure is not trying at all,” he said. “You either succeed, or you learn.”

Afolabi’s perspective on education was further sharpened during his teaching practice, where he confronted the systemic challenges facing Nigerian schools. He observed a landscape where many teachers lacked motivation, and schools operated below acceptable standards. “Yet, teachers are the main drivers of education in Nigeria,” he pointed out.

These observations fueled his desire for reform. If given the chance to redesign teacher training, he argued for a more “functional” and practical approach. He believes that training should move away from rote memorisation and toward critical thinking. “Students should be taught how to think, not just what to think,” he stated, advocating for a system that produces competent and practical educators.

The Education BGS wants a career that goes beyond just a normal classroom. He wants to be a modern teacher who uses different kinds of knowledge to give students the skills they need for the world today. “I want to be a teacher who people can learn from, even beyond the classroom,” he said.

His journey from having “zero self-esteem” to being the top student is a message to everyone in his faculty. He tells them to ignore people who say they are not smart enough. “You are not dull,” he said firmly. For Afolabi, his degree is proof that anyone can reach the top if they are brave enough to ask for help and keep working hard.