Mariam Isiaq is a First Class graduate of the Department of Health Promotion and Environmental Health Education, University of Ilorin (UNILORIN), for the 2022/2023 academic session. She did not only finish with a cumulative grade point average (CGPA) of 4.59, but is also passionate about writing and entrepreneurship. In this interview by KINGSLEY ALUMONA, she speaks about her academic journey and how she achieved this feat.
How would you describe the kind of secondary education you had and how did it prepare you for your university education?
My secondary education at the Cherubim and Seraphim College, Sabo Oke, Ilorin, laid a strong foundation for my success in university. It was characterised by exceptional teachers, academic honesty, and integrity that instilled in me the importance of ethical conduct and striving for excellence through genuine efforts and a well-rounded curriculum. They instilled in me a love for learning, which is invaluable in my academic journey and will continue to be my guiding principle.
Was studying Health Promotion and Environmental Health Education your original idea?
My journey to Health Promotion and Environmental Health Education (HP&EHE) wasn’t direct. Initially, my heart was set on Medicine and Surgery at UNILORIN. While I met the requirements, fate had other plans. I believe it was a blessing in disguise. I was disappointed but soon realised that studying HP & EHE could be just as meaningful, if not more. Instead of viewing it as a setback, I embraced it as a chance to explore a new path. This field opened my eyes to the huge impact we can have on health through community education and environmental interventions.
Combining health and environmental-related studies with education courses must not be easy. How were you able to successfully combine them and graduate with a First Class?
It wasn’t easy. But, for me, the challenge was also rewarding — and, graduating with a First Class was a testament to the strategies I employed. Interestingly, my initial goal wasn’t a First Class. I simply aimed to pass my courses and achieve good results. Seeing my 4.8 CGPA at the end of my 100 level was a turning point. It ignited a spark within me, revealing the possibility of achieving academic excellence. This newfound motivation fueled my extra effort throughout the remaining years.
My parent’s constant reminders to prioritise my studies instilled a steady focus in me. The other strategy I used was going the extra mile to seek additional knowledge.
Campus life was tempting so I used the ‘Power of Saying No’ to distractions made me pour my energy into my studies. I didn’t allow any social engagement to clash with my study schedule or impede my focus. Most importantly, I strived to have a healthy diet, and dedicating time to prayers provided me with the physical and mental resilience needed to direct the demands of my studies. Looking back, I’m proud of how I navigated the challenges and emerged.
Among the health, environment, and education courses you took, which one did you find interesting most and why?
While I appreciate the crucial roles of environment and education, health resonates with me on a deeper level. The closeness of its impact on individual lives, the constant evolution of medical knowledge, and the potential to directly improve people’s well-being through education and prevention make it truly captivating. Health isn’t just about muscles and bones. It is the bedrock of our society, digging into the fascinating interplay of various factors impacting our well-being. This holistic approach captivated me.
What is the title of your final-year project, and what were the major findings from it?
My final-year project was titled ‘Health Workers’ Perceived Effect of Abortion on Women of Childbearing-Age in Ilorin West Local Government Area, Kwara State’.
Interestingly, the research revealed that health workers primarily perceived excessive bleeding, infertility, damage to reproductive organs, and even infection as potential health risks of abortion. These perceptions may be influenced by various factors, including cultural beliefs, religious viewpoints, and access to safe abortion services in the region.
While at the university, which environmental challenges did you notice more on campus? And, if you were the vice chancellor, how would you have handled such challenges?
I was acutely aware of the issue of improper waste disposal. Litter, particularly plastic bottles and nylon bags, was unfortunately a common sight across campus.
If I were the VC, I would launch campus-wide campaigns on the importance of proper waste disposal, invest in adequate and accessible waste disposal bins, ensure convenient waste disposal options are available (this could include strategically placed bins and designated recycling stations), partner with local waste management companies, and explore waste reduction and recycling to minimise the amount of waste generated and most importantly implement policies that encourage proper waste disposal and discourage littering.
In what ways does education directly relate to practical health and environmental issues in society, especially as they affect the grassroots population?
Education plays a crucial role in addressing health and environmental issues for grassroots communities, directly impacting their lives and well-being. Education helps to build capacity and provides essential skills for community health workers and traditional healers to identify and provide first aid to health problems.
Education also relates to the environment because it enables communities to understand the relationship between their actions and environmental consequences. It also empowers them to take control of their lives, improve their health outcomes, and protect their environment for future generations.
Do you think the Federal Government is living up to its expectations in educating Nigerians on issues bordering environmental health and protection?
While we see environmental reports in the news that give concern, the Federal Government has taken some noteworthy steps towards educating Nigerians on environmental health and protection such as the National Policy on Education which emphasises environmental education and the national environmental sanitation policy which focuses on hygiene, sanitation, and waste management education.
Considering the urgency and complexity of environmental challenges, there is room for significant improvement. Proper implementation of policy at local levels, integration of environmental education into all levels of education, and provision of adequate training and resources to teachers would improve Nigeria’s environmental condition.
What were the major challenges you faced while in school, and how did you manage them?
In my first year, not having a smartphone posed practical difficulties. This made me rely on printed study materials and it increased my expenses and limited my access to online resources. However, I made efficient use of available resources. The issue of peer pressure also arose, particularly during my first year. Facing comments like the one about ‘needing a boyfriend for a phone’ was hurtful, but I learned to stay focused on my goals and prioritise my academic aspirations.
Staying in a hostel outside the university increased my transportation expenses. I managed my transportation budget creatively. Additionally, covering tuition fees could be challenging, and the lack of readily available scholarships added to the financial burden. However, I remained true to my priorities and goals, realising that my studies — not societal expectations — were my primary focus. I learned to navigate difficult situations.
In what ways do you want the management of the University of Ilorin to improve the quality of education that you met and graduated from?
I am grateful for the quality education I received at UNILORIN. Its strong academic reputation laid the foundation for my success. However, I believe there is always room for growth. Provision of infrastructure and resources such as building more lecture theatres and improving career guidance alongside connecting students for internship opportunities and also regularly revising curriculum content to reflect current advancements will ensure graduates are equipped with up-to-date knowledge and skills. I’m confident that UNILORIN will continue to strive for improvement and address these areas.
Apart from the course you studied, what other skills and training did you acquire in the course of your academic journey?
My academic journey wasn’t just about textbooks and lectures — it was a constant process of honing my skills, and one area I saw significant growth was in learning that extended far beyond coursework. Two key areas where I honed valuable skills were writing and soap-making. My writing skills enhance my ability to communicate effectively. My soap-making skills, on the other hand, demonstrate my practical skills, entrepreneurial spirit, and ability to learn new things quickly. This diverse skillset, I believe, makes me a well-rounded individual capable of adapting to different challenges and opportunities.
What is next for you after graduation? And where do you see yourself in five years?
My journey doesn’t end with this B.Sc. I’m set to dive into a Master of Public Health (MPH) programme, focusing on my specific interests in reproductive and family health and community health.
In five years, I envision myself as a well-rounded public health professional with both an MPH and a PhD. I see myself contributing to research and policy initiatives at a leading academic institution or international organisation, driving positive change on a larger scale.
I aspire to establish a non-governmental organisation (NGO). While the specific vision is still crystallising, I aim to address critical health needs in underserved communities, focusing on reproductive health education and access to resources for women and families. This vision aligns with my academic pursuits and allows me to directly impact lives in a meaningful way.
and then