QA問答：為什么大多數(shù)來自尼日利亞的三等畢業(yè)生在國外都是一等生？

Victor Dirikebamor
My experience with public schools in Nigeria felt like an uphill battle. Every obstacle seemed designed to thwart success, perseverance was the key to navigating this challenging journey.
Imagine University professors in public schools, laboring under the sun's oppressive heat, earning a meager monthly salary that barely equates to 500 dollars, with all their degrees and experiences.
As a fledgling university lecturer, your paycheck might not even cross the 200-dollar mark. These figures hardly inspire dedication.

我在尼日利亞公立學(xué)校的經(jīng)歷，就像一場艱苦的戰(zhàn)斗。每一個障礙似乎都是為了阻礙成功，毅力是駕馭這段充滿挑戰(zhàn)的旅程的關(guān)鍵。
想象一下，公立學(xué)校的大學(xué)教授，在悶熱的陽光下工作，他們所有的學(xué)位和經(jīng)驗加起來，月薪僅相當(dāng)于500美元。
作為一名初出茅廬的大學(xué)講師，你的薪水甚至可能不會超過200美元。這些數(shù)字很難激發(fā)人們的獻身精神。
原創(chuàng)翻譯：龍騰網(wǎng) http://www.top-shui.cn 轉(zhuǎn)載請注明出處

Consequently, an unsettling number of teachers, their spirits dampened by these circumstances, resort to corruption to supplement their income.
Classroom appearances become rare events, and on those infrequent occasions, the curriculum is rushed, sacrificing the students' comprehension.
Some lecturers seem to derive an almost perverse pleasure in boasting about the high failure rates in their courses and did their very best to ensure students failed.
Complaints about such educators often fall on deaf ears, and the brave student who dares to voice these grievances is ostracized, risking academic repercussions that extend beyond just one course.

因此，令人不安的是，許多教師在這種情況下情緒低落，訴諸腐敗來補充收入。
在課堂露面成了罕見的事情，這稀少的露面時間，讓課程設(shè)置變得過于倉促，學(xué)生并不能完全理解課程內(nèi)容。
一些講師吹噓自己課程的高失敗率，從中獲得一種近乎反常的樂趣，并盡最大努力確保自己學(xué)生的失敗。
對這些教育工作者的抱怨，往往會被置若罔聞，敢于表達這些不滿的勇敢學(xué)生會受到排斥，受到影響的課程可能不止被抱怨的那一門。

The very essence of academia feels strained. Picture lecture halls bursting at the seams, with every seat occupied, leaving many like myself standing on most days during my junior years.
There were days when the soles of my shoes knew the weight of learning, as I stood for hours on end, grasping fragments of knowledge.
Other times, the soundscape of education is a hushed symphony. The hallowed corridors resound with the weary voices of veteran professors.
Their wisdom, rich with experience, sometimes barely trickles to the eager ears at the back.
Students cluster, leaning forward, yearning for knowledge that is often lost in faint whispers or hampered by faulty audio systems.

學(xué)術(shù)界的本質(zhì)讓人感到緊張。想象一下，在我大三的大部分日子里，演講廳都被擠得水泄不通，每個座位都坐滿了人，許多像我一樣的人根本找不到位置。
有些時候，我的鞋底知道學(xué)習(xí)的重量，因為我需要連續(xù)站立幾個小時，才能抓住知識的碎片。
其他時候，教育就像一首無聲的交響樂。神圣的走廊里回蕩著資深教授們疲憊的聲音。
他們的智慧，豐富的經(jīng)驗，有時根本傳不到后面熱切的耳朵里。
學(xué)生們聚在一起，身體前傾，渴望知識，而這些知識往往會在微弱的竊竊私語中消失，或者被故障的音頻系統(tǒng)阻礙。

Then there's the looming shadow of campus gangs, known locally as "cultists." Their unpredictable eruptions of violence shatter the illusion of safety. The sporadic cadence of gunshots serves as a grim reminder of the constant dangers lurking nearby.
The absence of student loans and limited scholarships meant we had to depend on parents and loved ones for our education, which also meant many studied on empty stomachs, and I was the chief of them, concentrations broken by pangs of hunger that sometimes lasted days at a time.

然后，是校園幫派的陰影，在當(dāng)?shù)厮麄儽环Q為“黑暗祭祀（教徒）”。他們不可預(yù)測的暴力爆發(fā)打破了安全的幻想。零星的槍聲提醒著我們，附近潛伏著持續(xù)不斷的危險。
沒有學(xué)生貸款，獎學(xué)金非常有限，這意味著我們必須依靠父母和親人才能接受教育，這也意味著許多人要餓著肚子學(xué)習(xí)，我是饑餓教徒的首領(lǐng)，有時候，連續(xù)幾天的饑餓會打破我們的注意力。

Reliable electricity remains elusive, forcing some to squint in candlelight, risking their eye health, or gather under the dim glow of streetlights.
Strikes further exacerbate the issue. A course that should span four years might drag on for nearly double that time. Which also met, enduring these woes for double the time.
And to make things worse, after navigating this gauntlet, the much-coveted degree often fails to open doors in the job market because there are just no jobs available. The crushing weight of this realization can drain one's motivation.

電力是不可靠、難以捉摸的，迫使一些人在燭光下瞇起眼睛，冒著危害眼睛健康的風(fēng)險學(xué)習(xí)，或者聚集在昏暗的街燈下學(xué)習(xí)。
罷工進一步加劇了這一問題。一門應(yīng)該持續(xù)四年的課程，可能會拖到近兩倍的時間。所有的事情碰到了一起，忍受痛苦的時間又要加倍。
更糟糕的是，在經(jīng)歷了這場挑戰(zhàn)之后，人們夢寐以求的學(xué)位，往往無法打開就業(yè)市場的大門，因為根本沒有工作。這種認(rèn)識會產(chǎn)生一種沉重感，可能會耗盡一個人的動力。

Contrast this with the academic experience in developed nations, and it's no wonder that Nigerian students flourish abroad.
There, the system, rather than stifling potential, nurtures it. It's a breath of fresh air, where challenges, though present, become exhilarating rather than insurmountable.
Though the present scenario in Nigerian universities paints a more optimistic picture than before, and with sext private institutions matching global standards, the journey for most remains arduous.
The resilience of these students, having braved such adversities, is a testament to their indomitable spirit. And perhaps that's the secret ingredient to their success overseas.

與發(fā)達國家學(xué)生的學(xué)習(xí)經(jīng)歷相比，尼日利亞學(xué)生在國外蓬勃發(fā)展也就不足為奇了。
在那里，這個系統(tǒng)不是扼殺潛力的，而是培育潛力的。這是一股新鮮空氣，在那里，挑戰(zhàn)雖然存在，但變得令人振奮，而不是無法克服。
盡管尼日利亞大學(xué)目前的情況比以前更樂觀，而且選定的私立機構(gòu)符合全球標(biāo)準(zhǔn)，但對大多數(shù)人來說，這段旅程仍然艱巨。
這些學(xué)生在逆境中表現(xiàn)出的堅韌，證明了他們不屈不撓的精神。也許這就是他們在海外取得成功的秘密因素。

THANKGOD JONATHAN
I think this question is for me. If you are a Nigerian like me you probably might have dreamed of studying abroad. Not only you. This is a dream for most Nigerians. Did you know why? I will tell you why.
If you have been to any Nigerian Universities much especially the public Universities, then ( if you are to be honest with yourself ) you must have asked yourself how do students in such schools able to graduate. According to my experience, these are the reasons why most of the third class in Nigeria make first abroad.

我想，這個問題適合我。
如果你像我一樣是尼日利亞人，你可能會夢想出國留學(xué)。不僅僅是你，這是大多數(shù)尼日利亞人的夢想。你知道為什么嗎？我會告訴你為什么。
如果你去過尼日利亞的任何大學(xué)，尤其是公立大學(xué)，那么（如果你對自己誠實的話）你一定會問自己，這些學(xué)校的學(xué)生是如何畢業(yè)的。根據(jù)我的經(jīng)驗，這就是為什么尼日利亞大多數(shù)三等生在國外成為一等生的原因。

1. Over crowding in lectures: Nigeria as a country with a population of over 200ml you can emergine how many students graduate from secondary schools scattered all over the country and looking for admissions into the universities.
Every public univerity in Nigeria offers thousands of admissions every year and still the number of admission seekers keep increasing.
In the colledge where I graduated, we where over 4000 plus sitting for the same lectures. You can emergine how crowded we were.
The same single lecturer give assignments, tests and mark the scxts of the so 4000 students and still mark their exam papers. Its unthinkable!
This is on the lecturers side. What about the learners. Only few students can be able to hear or perticipate and or contribute to the lectures. Regardless of whether you are comitted or not you will miss your lectures if you are not atleast 30monutes or so ealier to the lecture hall.
In other to past tests and exams, most of the students rely on their own ability to read and understand their curriculum or form group classes to help each other. It is a hell like stuation that you can't undertand it until you experience it yourself.

1、講座過于擁擠：尼日利亞是一個人口超過2億的國家，你可以想象有多少學(xué)生從全國各地的中學(xué)畢業(yè)，并期望進入大學(xué)。
尼日利亞的每一所公立大學(xué)，每年都有數(shù)千人入學(xué)，但尋求入學(xué)的人數(shù)仍在不斷增加。
在我畢業(yè)的大學(xué)里，我們有4000多人坐在那里聽同樣的講座。你可以想象我們有多擁擠。
同一位講師要為大約4000名學(xué)生布置作業(yè)、測試和閱卷，給他們做出評分。簡直不可思議！
這是講師方面。學(xué)生方面呢？只有少數(shù)學(xué)生能夠聽到講座、堅持講座、持續(xù)參與講座。不管你是否樂意，你至少需要提前30分鐘過去，或者你離演講廳非常近，不然你都會錯過你的講座。
在過去的測試和考試中，大多數(shù)學(xué)生依靠的都是自己自學(xué)，或者組成小組互相幫助。這是一種地獄般的折磨，除非你自己經(jīng)歷過，否則你無法理解它。
原創(chuàng)翻譯：龍騰網(wǎng) http://www.top-shui.cn 轉(zhuǎn)載請注明出處

2. No good practicals: Most of the students in some public schools graduate in computer science without seeing the computer itself or at least without receiving any good practical with computer system in their desks.
This also happen in almost all the coures.
Some of the issues we face in Nigerian universities are:
3. Lack of good libraries
4. Currupt lecturers
5. Bad lecture halls
6. etc.

2、沒有良好的實踐：一些公立學(xué)校的大多數(shù)學(xué)生在畢業(yè)時都沒有看到過計算機本身，或者至少在他們的課程中沒有過任何良好的計算機實踐。
幾乎所有的課程都會發(fā)生這種情況。
我們在尼日利亞大學(xué)面臨的一些問題是：
3、缺少好的圖書館
4、缺少課程講師
5、糟糕的演講廳
6、等等。

Now you can see that it will never be suprising for a Nigerian Third class graduate to graduate as first class in USA, UK, Canada. Because if such a person had gotten good one-on-one lectures or guidience and have good study materials and have his scxts marked well, then he or she will definately graduate better.

現(xiàn)在你可以明白了吧，尼日利亞三等畢業(yè)生在美國、英國和加拿大以一等畢業(yè)生的身份畢業(yè)，永遠不會令人驚訝。
因為如果這樣的人得到了很好的一對一講座或指導(dǎo)，有很好的學(xué)習(xí)材料，課程設(shè)計也做得很好，那么他或她肯定會更好地畢業(yè)。

Joseph Junior
The phenomenon where some individuals who graduate with lower grades (such as third class) in Nigeria perform exceptionally well academically when studying abroad, sometimes achieving first-class honors, can be attributed to several factors:
1. Different Educational Systems: Nigeria's education system may have different standards, grading systems, and challenges compared to those in other countries. Some students may struggle within the Nigerian system but excel when they adapt to a different educational environment.
2. Quality of Education: The quality of education can vary significantly between institutions and countries. Studying abroad often provides access to high-quality education, better resources, and more rigorous academic standards, which can enable students to perform better.
3. Motivation and Determination: The decision to study abroad often requires significant motivation and determination. Students who make this choice may be more committed to their studies, resulting in improved academic performance.
4. Personal Growth: Living and studying in a foreign country can foster personal growth, independence, and adaptability. These factors can positively impact a student's academic performance.
5. Reduced Distractions: Moving to a new country can reduce distractions and focus students on their studies. It may allow them to avoid the challenges they faced in their home country.
6. Supportive Environment: Many universities abroad offer extensive support services to international students, including tutoring, academic advising, and language assistance. This support can help struggling students improve their performance.
7. Different Teaching Styles: Teaching styles and methodologies can vary between countries. Some students may find that a different teaching approach suits their learning style better.

一些在尼日利亞以較低的成績（如三等）畢業(yè)的人，在國外留學(xué)時表現(xiàn)異常出色，有時獲得了一等的榮譽，這種現(xiàn)象可歸因于幾個因素：
1、不同的教育系統(tǒng)：與其他國家相比，尼日利亞的教育系統(tǒng)可能有不同的標(biāo)準(zhǔn)、評分系統(tǒng)和挑戰(zhàn)。一些學(xué)生可能在尼日利亞的體制內(nèi)掙扎，但當(dāng)他們適應(yīng)不同的教育環(huán)境時，他們會表現(xiàn)出色。
2、教育質(zhì)量：不同機構(gòu)和國家的教育質(zhì)量差異很大。出國留學(xué)通常可以提供高質(zhì)量的教育、更好的資源和更嚴(yán)格的學(xué)術(shù)標(biāo)準(zhǔn)，這可以使學(xué)生表現(xiàn)更好。
3、 動機和決心：出國留學(xué)的決定往往需要很大的動機和決心。做出這一選擇的學(xué)生可能會更加專注于學(xué)業(yè)，從而提高學(xué)習(xí)成績。
4、個人成長：在外國生活和學(xué)習(xí)可以培養(yǎng)個人成長、獨立性和適應(yīng)性。這些因素會對學(xué)生的學(xué)習(xí)成績產(chǎn)生積極影響。
5、減少分心：搬到一個新的國家可以減少分心，讓學(xué)生專注于學(xué)習(xí)。這可能使他們能夠避免在本國需要面臨的挑戰(zhàn)。
6、支持環(huán)境：國外許多大學(xué)為國際學(xué)生提供廣泛的支持服務(wù)，包括輔導(dǎo)、學(xué)術(shù)咨詢和語言援助。這種支持可以幫助陷入困境的學(xué)生提高成績。
7、不同的教學(xué)風(fēng)格：不同國家的教學(xué)風(fēng)格和方法可能不同。有些學(xué)生可能會發(fā)現(xiàn)不同的教學(xué)方法更適合他們的學(xué)習(xí)風(fēng)格。

It's important to note that not all students who study abroad experience a dramatic improvement in their academic performance, and success depends on various individual factors. Additionally, the reasons for seeking education abroad can differ from one person to another. While some may aim for better grades, others may prioritize the overall learning experience, exposure to different cultures, or career opportunities.
Ultimately, individual circumstances and motivations play a significant role in determining the academic outcomes of students who study abroad.

值得注意的是，并非所有出國留學(xué)的學(xué)生，都能在學(xué)習(xí)成績上取得顯著進步，成功取決于各種個人因素。
此外，出國留學(xué)的原因可能因個人而異。雖然有些人可能會追求更好的成績，但另一些人可能會優(yōu)先考慮整體學(xué)習(xí)經(jīng)歷、接觸不同文化或職業(yè)機會。
最終，個人環(huán)境和動機在決定出國留學(xué)學(xué)生的學(xué)業(yè)成績方面發(fā)揮著重要作用。

Richard Nwachukwu
Just as summarised by Victor Dirikebamor, there are so many factors that leads to low performance of students in Nigerian universities.
One thing is the poor welfare packages to those teaching. As this affects their motivation and focus.
On the other hand, the governing councils in charge of ensuring proper discipline for the learners and the teachers are also fingered as not discharging their duties effectively.
I remember being told, “if you apply for your scxts to be remarked and it gets sent, the affected lecturer and his colleagues would make graduation difficult for you as they'll use any means to ensure you keep repeating same course year after year"

正如Victor Dirikebamor總結(jié)的那樣，有很多因素導(dǎo)致尼日利亞大學(xué)學(xué)生表現(xiàn)不佳。
一方面是，那些教師的福利待遇很差。這會影響他們的動機和注意力。
另一方面是，負(fù)責(zé)確保學(xué)生和教師受到適當(dāng)紀(jì)律處分的管理委員會，沒有有效履行職責(zé)。
我記得曾經(jīng)有人告訴過我，“如果你把你上課的課件進行評論，并把評論發(fā)送出去，受到影響的講師和他的同事，會讓你很難畢業(yè)，因為他們會使用任何手段確保你年復(fù)一年地重復(fù)同樣的課程?！?/b>