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A small CBT center fee of ₦100 is added to the ₦2,500 cost of the JAMB (Joint Admissions and Matriculation Board) Change of Institution form. After the UTME results are announced, this fee is required when requesting a change of institution.
A small CBT center fee of ₦100 is added to the ₦2,500 cost of the JAMB (Joint Admissions and Matriculation Board) Change of Institution form. After the UTME results are announced, this fee is required when requesting a change of institution.
See lessIt costs money to print the original jamb result. To obtain this original certificate, candidates must pay JAMB a service fee. The required fee is just 1,000 naira as of the writing of this article. And things might change in the future.
It costs money to print the original jamb result. To obtain this original certificate, candidates must pay JAMB a service fee. The required fee is just 1,000 naira as of the writing of this article. And things might change in the future.
See lessNo, scores on the JAMB (Unified Tertiary Matriculation Examination) do not exceed 400; rather, they fall between 0 and 400. The exam consists of 180 questions that must be answered in two hours and assesses knowledge, accuracy, and speed. According to JAMB, more than 75% of applicants received scoreRead more
No, scores on the JAMB (Unified Tertiary Matriculation Examination) do not exceed 400; rather, they fall between 0 and 400. The exam consists of 180 questions that must be answered in two hours and assesses knowledge, accuracy, and speed. According to JAMB, more than 75% of applicants received scores below 200 in 2025, while only a small portion received scores of 300 or higher.
See lessFor the 2025–2026 academic year, Nigerian universities typically have a minimum JAMB cut-off score of 140, while polytechnics and colleges of education have a cut-off score of 100. However, depending on the particular program and the volume of applications, different institutions may set higher cut-Read more
For the 2025–2026 academic year, Nigerian universities typically have a minimum JAMB cut-off score of 140, while polytechnics and colleges of education have a cut-off score of 100. However, depending on the particular program and the volume of applications, different institutions may set higher cut-off marks.
See lessThe West African Examinations Council (WAEC) has Not Yet published the 2025 first series of West African Senior School Certificate Examination (WASSCE) for Private Candidates, known as WAEC GCE. Candidates who sat for the exam have to wait till the Examination and the result will be released
The West African Examinations Council (WAEC) has Not Yet published the 2025 first series of West African Senior School Certificate Examination (WASSCE) for Private Candidates, known as WAEC GCE. Candidates who sat for the exam have to wait till the Examination and the result will be released
See lessIf your JAMB score is low, You can change to a course that needs a lower score, like education, agricultural science, or some art courses. Some schools also accept lower scores, so you can change your institution to one where your score is enough. Another option is to write JAMB again next year. IfRead more
If your JAMB score is low, You can change to a course that needs a lower score, like education, agricultural science, or some art courses. Some schools also accept lower scores, so you can change your institution to one where your score is enough.
Another option is to write JAMB again next year. If you prepare well, you can get a better score. You can also consider going to a polytechnic, college of education, or doing a pre-degree program like JUPEB or IJMB. These can help you gain admission without using JAMB.
No matter what, don’t give up. Many students with low scores still make it. Stay positive and keep trying.
See lessKabir Alabi Garba
JAMB Novel Lekki Headmaster Details Of the Book Attribute Details Author Kabir Alabi Garba Title Lekki Headmaster Number of Chapters 12 Central Message This book explores the emotional journey of Bepo, a dedicated principal navigating personal and professional challenges, cultural identity, and theRead more
| Attribute | Details |
|---|---|
| Author | Kabir Alabi Garba |
| Title | Lekki Headmaster |
| Number of Chapters | 12 |
| Central Message | This book explores the emotional journey of Bepo, a dedicated principal navigating personal and professional challenges, cultural identity, and the decision to leave Nigeria for a new life abr |
The setting begins with a surprise scene during school assembly. The principal, Mr. Bepo Adewale, walks up to the podium appearing shaken and confused. Far from his usual self-assured self, he is definitely off, and his usual smile is missing. Instead of speaking to the students, he stares blankly before him and weeps uncontrollably. All his attempts at saying something are in vain, and he is so moved emotionally that he hides his face in his hands. Mrs. Grace Apeh, the Vice Principal, is the first to approach him and ask what is wrong with him, but the principal says nothing. Teachers and staff try to comfort him, but he is past consolation.
The incident alarms the staff, and a few of the parents soon hear about the occurrence, which causes panic. Mrs. Apeh calls for the Managing Director (MD), Mrs. Ibidun Gloss, to come to the school. The MD, arriving, tries to determine the cause of Mr. Bepo’s distress, but he merely mumbles that he will be “alright” without explanation. Despite attempts by his colleagues to help him, the principal remains burdened by his emotions, causing more gossip among staff and parents.
The chapter reveals that the school had only lowered its boarding fees, and this caused an influx of students enrolling, and the principal’s failure to attend the assembly is a dramatic change from his typical loud self. The chapter ends with mystery surrounding Mr. Bepo’s emotional breakdown.
Chapter Two: The Enticement
After a few days of attempting to understand the reason for Mr. Bepo’s sorrow, it is found that he was set to leave Nigeria to the United Kingdom. The pressure from his family, especially his wife, had become too much to bear. His marriage was not good, and his wife had already relocated to the UK with the kids. While he loved the school and his students, Bepo felt that he did not have any other choice but to go with his family. He had already secured a teaching post in the UK, which would provide his family with a better future.
The chapter delves into Mr. Bepo’s past at Stardom Schools, where he had been teaching for over two decades. He had also been described as the “Lekki Headmaster” when he was serving as Headmaster at Stardom Kiddies and was particularly known for resolving conflicts and maintaining a calm environment. His fellow teachers see his decision to resign, considering his success at Stardom, as folly, especially with the financial rewards in store for him in the UK. His salary was just N400,000 in Nigeria, but in the UK, he would be paid close to six times the amount in British currency.
Mr. Bepo had long been thinking of life beyond the school system, dreaming of the future as a time when he could delve into business. He had thought of establishing his own business, even a school, but he lacked money. He had also considered opening other ventures such as agriculture or commercial transport. But with the insistence of his wife and the opportunity to work in the UK, the plans were set aside.
While there were significant financial rewards to be had in migrating, Bepo struggled with leaving behind his passion for teaching and students at Stardom. This conflict within is the basis of the chapter.
Mr. Bepo’s exit plan to the UK is initiated by him. He is more interested in listening to migration to developed countries like the UK, USA, and Canada. He is particularly interested in the concept of an hourly wage, as opposed to fixed wages that are common in Nigeria. He is not only intrigued by the ease of this system, which would allow him to perform multiple jobs and gain more.
Bepo discovers from a friend in the USA that one can make between $150 and $250 daily, depending on the occupation and place. Based on this knowledge, he works out that he would be able to make up to $2,400 per month if he worked four days a week, a lot of money when translated into Nigerian Naira. He is also informed about Nigerians who make much more money, particularly in skilled jobs.
The chapter explores the broader picture of Nigerians moving abroad in search of greener pastures, more so in healthcare and education. Bepo is motivated by the hope of economic stability and a better life for his family. He also considers the UK education system with free primary and secondary education and affordable higher education. This is a stark contrast to what many parents in Nigeria go through in terms of the affordability of education.
While engaging with Sola, who initially worked as a teacher at Stardom and had already migrated to the UK, Bepo learns the real deal about living in the UK. Sola relieves his mind that his transition will be smooth because his wife is already settled in the UK and he will not worry about school fees for his children. She also sings the challenges they faced settling in a foreign land, including financial pressure from being in a region of high cost of living.
The chapter finishes with Bepo more confident in the choice that he has made, but also aware of the challenges facing him. He reflects on the stories of the migrants, their achievements and failures, and understands that in a new country there are no problems for free. The chapter illustrates the attraction to the UK as a land of dreams but also the harsh realities that come with it.
It is a late-night call from the school parent, Mrs. Ignatius, which disrupts Mr. Bepo. She has been one of those parents who have gone over boundaries, entering personal issues with him. She makes the call at 1:55 a.m. to discuss a family crisis — her husband, Ibe Ignatius, refuses to believe that their daughter, Favour, is his biological child following a DNA test, which the family had undergone as part of applying for their visa. This led to their visa application being declined. Mrs. Ignatius is devastated and fears that her husband will never return home after their heated argument over the issue. Bepo remains quiet, contemplating the shame of this close relationship and questioning himself on how he got himself entangled in such a close relationship with the family.
Bepo’s self-reflection regarding the case of Ignatius family stands juxtaposed to his self-reflection regarding his imminent move to the UK. He wants to say goodbye to the tension of such happenings. He also reminisces about his experiences at Stardom School, which he feels would make for interesting material for a book in the future. He contemplates how parents’ behaviors affect the management of an elite school like Stardom, with some being considerate and others making demands that complicate his role as the principal.
Chapter Five: Snake in the Roof
The chapter is begun by a lively school recess at Stardom Schools, where teachers and students are out to have a good time. Mrs. Ibidun Gloss, the MD of the school, retires to a secret room to take a rest, as she has a chronic illness that makes her uncomfortable sitting for long. This is a secret that is not known to many, and only a few people in the school are aware of it. After a brief pause, Mrs. Gloss decides to go to a piece of land Stardom had purchased many years ago. Upon arriving at the area, she is very surprised to see a series of vehicles, both new and old models, parked on the land, all with Stardom School stickers. The revelation makes Mrs. Gloss wonder how some workers are able to afford vehicles such as these, given the condition of the school’s finances.
She calls Bepo and the school’s accountant to investigate the matter, suspecting that there might be some embezzlement or mishandling of funds. During their visit to the property, the accountant and Bepo explain that employees had borrowed funds from the school’s cooperative, which was to cover some of the vehicles. The news also raises questions about the size and management of the cooperative funds. The directors, who include Mrs. Gloss’ family members, decide to place stricter controls on the cooperative, limiting the amount of loans and requiring manager approval for each loan application.
The chapter revolves around the school “Open Day” drama, a day when parents meet with teachers to discuss children’s progress at school. While the day is one to be proud of for most of the teachers, it also proves to be a stressful day as parents visit with their complaints, especially about their children’s performance and behavior. Bepo describes a particular situation when Mrs. Ibidun Gloss, the MD, summoned him to her office because of an issue with one of the English teachers, Mr. Fafore.
Mr. Fafore, an English teacher at Stardom for several years, is in a dilemma when a parent, Mr. Guta, complains to him about a grammatical error in his students’ notebooks. The error was that Mr. Fafore had written “comes” when he should have written “come” in a sentence detailing two students, Ade and Jide. Mrs. Gloss, frustrated, insists that Mr. Fafore is not doing his work properly and should be fired.
Bepo, on the other hand, does not agree with Mrs. Gloss and comes to the defense of Mr. Fafore’s grammatical usage. He elaborates that the sentence was grammatically correct, following a certain rule of applying “as well as” with singular verbs. As much as tension is evident, Bepo maintains that he was justified in defending the teacher, but Mrs. Gloss is resolute to dismiss him. The scenario becomes increasingly embarrassing yet when it is found that the principal and Mr. Fafore were correct, and the MD made a mistake.
The chapter also concludes light with a joke from Mr. Audu, a fellow employee, breaking the tension. He jokingly “pardons” Mrs. Gloss for her mistake, and all the employees laugh, easing some of the tension accumulated from the earlier encounter. The chapter emphasizes the challenges of leadership, pressure from parents, and relationships between the school’s management and teaching staff.
Bepo reflects back on his previous teaching experience, particularly when he used to work for Beesway Group of Schools when he had a confrontation with the director over a grammatical error. The school name, “Beesway Group of School,” was wrong, as “group of” was employed to mean many and was to be “Beesway Group of Schools.” Despite explaining this to the director, Mr. Meko, the director ignored the issue by informing him that the name was spirit given and had spiritual significance. Bepo could not swallow this response because it denigrated his professional pride as the top English teacher.
It worsened when a parent raised the issue at a PTA meeting and the director accused Bepo of trying to sabotage the school. The fact that the director refused to correct the mistake even when others acknowledged that it was a mistake only worsened their relationship. Bepo later left Beesway, not due to the grammatical issue but due to a horrific issue—a ritualistic ceremony within the school. One night, Bepo witnessed the director and a couple of men burying a cow alive in school premises. Bepo initially took it as a spiritual or occult ritual, but the director later informed him that it was part of a spiritual prayer for his dead father.
Even after the director had told him what had occurred, Bepo was appalled by the incident and learned there were forces beyond himself at work. He wrestled with whether or not to report the incident to the police, but potential consequences dissuaded him. This traumatic experience marked the end of Bepo’s stay at Beesway, as he found himself questioning the school’s morality and behavior.
As Bepo prepares to leave for the UK, he reflects on those matters he will be leaving unresolved. Possibly the most painful of these relates to the court case between the families of two students, Banky and Tosh. Their long-standing vendetta had been fueled year by year through the intervention of their parents. During an election for school prefects, Banky made a inflammatory remark about Tosh’s father, referring to him as an ex-convict. This comment riled tempers, and Tosh stormed out of the event furious, and legal action was finally pursued.
Bepo, who had tried to arrange a truce between the families, couldn’t resolve the dispute. The court case still dragged on despite his attempts. He also regretted that he would be missing the launch of the Invention Club’s Breath Project, a student project to build a phone made from recycled materials. The project had also caught the eye of the media and an NGO, and Bepo had been a strong supporter. He was concerned that without him, the project would be stopped, and he would miss the feeling of accomplishment.
Despite all these problems, Bepo hoped the legal dispute could still be settled out of court, and the Invention Club project would continue to thrive even though he was leaving. Nevertheless, he could not help but think that there were a lot of things left to be done, and these unfinished matters were hanging in the balance of his deciding to leave.
Stardom Schools has cultivated a strong tradition of outings, opening students to the richness of Nigerian history and culture. Bepo, who was a huge fan of the outings, had already arranged some trips for the students to prominent sites such as the Erin Ijesha Waterfalls, Ikogosi Warm Springs, and the Owu Waterfalls. The outings were not only educative but also served to open the eyes of the students to the natural wonders and history of Nigeria.
Bepo’s drive towards making the students culturally sensitive was also reflected in his philosophy of keeping students close to their homeland, considering the fact that a majority of students would eventually seek education abroad. He felt that these travels would make them proud of their heritage and better knowledgeable about the country they came from. The students also visited historic sites like the National Museum, the National Theatre, among other historic landmarks in Lagos, as well as corporate firms and upmarket neighborhoods. These tour programs formed part of Bepo’s vision of holistic learning beyond the classroom.
During one of their excursions to Badagry, an ancient town in Mali slave trade, Bepo was moved by the stories of the slaves and the legacy of the slaves. He reflected on how ironic that the majority of Nigerians today were voluntarily presenting themselves for visas to go out of the country and seek opportunities abroad at all costs, even menial jobs. Bepo was disturbed that after centuries of suffering, most Nigerians now basically desired a sort of new slavery, working for foreign masters for pay. This hit him hard, especially considering that he was soon to leave Nigeria for the UK as well.
During the excursion, the students visited Akran of Badagry’s palace, First Storey Building, and Black Heritage Museum, leaving a lasting impression on Bepo. He felt emotionally connected to the history of the place and was moved by the slavery narratives. However, he could not shake off the notion that many Nigerians today were repeating the cycle of foreign powers’ dependence, enslaving themselves knowingly for money.
Two years ago, Bepo had waited to renew his expired passport since, apart from the periodic exchange of texts with potential employers overseas, he was not so eager to migrate. But by the first quarter of 2022, pressure from his family members became unbearable, and he knew he had to move quickly. His renewal of the passport was a matter of urgency, but the problems associated with it made him nervous.
The pandemic had already caused the process to be delayed initially, and after everything began going back to normal, the throng of people who rushed to get their passports renewed made the process even more stressful. The constant reports of long lines, bureaucratic delays, and misplaced booklets made Bepo increasingly nervous. The new passport rules seemed even more complicated, and soon bribery was the easy answer to complete the process quicker. Desperate, Bepo tried his luck in Ibadan, and by his luck, he met an agent who could expedite the process.
Bepo, having paid a huge amount of money to the agent, Tai, who promised to renew his passport within a month, went to Ibadan. He took a public bus out of fear for his life due to reports of kidnap cases on the Lagos-Ibadan expressway. The journey was smoother than expected, thanks to the newly refurbished road. When he arrived, Bepo met Tai, who handled the paperwork and directed him to an official to handle his application. Despite the legal framework prohibiting middlemen, the system still functioned on corruption and bribes. Bepo paid the agent extra money to process at a faster rate, and once his National Identity Number (NIN) was speedily verified, he was told to return in three weeks for data capturing.
The whole process infuriated Bepo, but relieved to have it out of the way—though his anxiety about missing his travel date still persisted. His encounter with the passport process was a reminder of the inconvenience he was going through as he prepared to leave Nigeria for a fresh start in the UK.
Bepo’s sendoff was an emotional one. Stardom Schools had planned a week of festivities to commemorate their principal’s departure. The sendoff was a rip-roaring one, with plenty of novelty matches, debates, and cultural performances at hand, interspersed with a lot of laughter, nostalgia, and reminiscence over Bepo’s invaluable contributions to the school. The sendoff ceremony was a reflection of Bepo’s sweat, passion, and hard work over the years, which had made Stardom Schools a renowned institution.
The ceremony began with the novelty game between the school team and teachers, followed by a charged debate on the role of the arts in national growth. The students and instructors showcased their dancing, acting, and singing skills. The Bata, Atilogwu, Koroso, and Canoe dances showcased Nigeria’s vibrant culture, a heritage Bepo had always nurtured and encouraged. The students had learned the Canoe dance, unique to Bepo as it reminded him of his Badagry excursion and what he had discovered concerning slavery.
As the send-off festivities ended, the school presented Bepo with a rich gift. Mrs. Ibidun Gloss, Stardom Managing Director, addressed Bepo as now being part of the family at the school and having brought strength and success to the school. The MD praised Bepo’s hard work, humanity, and commitment to his students and employees. She also revealed that Bepo’s initial encounter with the school had been with her deceased father, Chief David Aje, who had spotted potential in Bepo even before he was officially welcomed into the school.
Bepo was clearly emotional as he received the gift, a $10,000 cheque, and the heartfelt gratitude of the Stardom family. The entire assembly rose to their feet clapping, testifying to their great regard for his service. Bepo, having difficulty holding back his tears, was unable to express how thankful he was. He was aware that leaving Stardom, which had become his second home, would be one of the most challenging things he could ever do in his life.
The day that Bepo was to depart had arrived. He would fly to the UK, but as he was about to depart, he sensed that something was wrong. The experiences he had while at Stardom, both good and bad, lingered in his mind as he took his flight. Memories of his time at Stardom, the friendships he had made with the teachers and students, and the life he had built all came flooding back to him.
When he arrived at the airport, in the process of checking in, he was received with a warm farewell by his staff, among whom were Mrs. Apeh, vice principal, and school accountant Mr. Jeremi Amos. The farewell was bittersweet, and Bepo was pained to be leaving his students behind. But as he made his way to the boarding gate, there suddenly flashed before him an unexpected idea. The people he had taught, the organization he had helped build, would still thrive in his absence.
As he buckled up in the flight seat, Bepo dozed off into dreamland. He was once again at the Heritage Slavery Museum in Badagry, with the abused slaves. He shouted to try and stop the ordeal, but was awakened by a flight attendant who tapped him gently on the shoulder. The moment had passed, but the emotions lingered.
As the plane took to the air, Bepo hovered on the edges of reality and fantasy, never quite sure what was to come but determined to meet it head-on. He had left his mark on Stardom, and now it was time for something new.
At Stardom, life continued on as normal without Bepo. Everyone missed him so much, especially the students. They had known him since he was their head at school and they grew up with him, and now they were faced with the fact that they needed to work with a new head. But as they sat for their Monday morning assembly, something unusual happened. The students, unable to bring themselves to accept the change, rushed to the school gate shouting “Principoo!
” They lifted Bepo onto their shoulders, welcoming him back, though temporarily. Bepo’s heart swelled with pride as he realized that his credibility at Stardom would never be washed away. The love, respect, and admiration which he had earned from the students, the school, and the entire community would accompany him wherever he went. As the students danced around him singing their victory song, Bepo realized that his job at Stardom was complete. But, as he announced, “I am here to complete my mission!undefined” And that mission would continue to dwell within the hearts of those whom he had inspired.
See lessThe main character of the book is Mr. Adewale Adebbepo, also known as Bepo or The Lekki Headmaster. The novel's events revolve around him.
The main character of the book is Mr. Adewale Adebbepo, also known as Bepo or The Lekki Headmaster. The novel’s events revolve around him.
See lessThe themes of "The Lekki Headmaster" include the value of integrity in leadership, the impact of education, the difficulties of migration, and making sacrifices in the face of social norms. The book also emphasises the importance of community in accomplishing learning objectives and the fortitude neRead more
The themes of “The Lekki Headmaster” include the value of integrity in leadership, the impact of education, the difficulties of migration, and making sacrifices in the face of social norms. The book also emphasises the importance of community in accomplishing learning objectives and the fortitude needed to remain true to one’s purpose.
See less
Can I use someone else’s phone number to get my profile code?
No, JAMB requires you to use your personal SIM card that is linked to your NIN.
No, JAMB requires you to use your personal SIM card that is linked to your NIN.
See lessWhat should I do if I don’t receive my JAMB profile code?
Ensure your NIN is correctly linked to your SIM card. Try sending the SMS again after checking your airtime balance. If the problem persists, visit a JAMB office or CBT center.
- Ensure your NIN is correctly linked to your SIM card.
- Try sending the SMS again after checking your airtime balance.
- If the problem persists, visit a JAMB office or CBT center.
See lessCan I get my JAMB profile code through email?
No, JAMB does not send profile codes through email. You must use SMS to 55019 or 66019.
No, JAMB does not send profile codes through email. You must use SMS to 55019 or 66019.
See lessHow much is JAMB Change of institution?
A small CBT center fee of ₦100 is added to the ₦2,500 cost of the JAMB (Joint Admissions and Matriculation Board) Change of Institution form. After the UTME results are announced, this fee is required when requesting a change of institution.
A small CBT center fee of ₦100 is added to the ₦2,500 cost of the JAMB (Joint Admissions and Matriculation Board) Change of Institution form. After the UTME results are announced, this fee is required when requesting a change of institution.
See lessHow much will I print my original JAMB result?
It costs money to print the original jamb result. To obtain this original certificate, candidates must pay JAMB a service fee. The required fee is just 1,000 naira as of the writing of this article. And things might change in the future.
It costs money to print the original jamb result. To obtain this original certificate, candidates must pay JAMB a service fee. The required fee is just 1,000 naira as of the writing of this article. And things might change in the future.
See lessIs JAMB over 400?
No, scores on the JAMB (Unified Tertiary Matriculation Examination) do not exceed 400; rather, they fall between 0 and 400. The exam consists of 180 questions that must be answered in two hours and assesses knowledge, accuracy, and speed. According to JAMB, more than 75% of applicants received scoreRead more
No, scores on the JAMB (Unified Tertiary Matriculation Examination) do not exceed 400; rather, they fall between 0 and 400. The exam consists of 180 questions that must be answered in two hours and assesses knowledge, accuracy, and speed. According to JAMB, more than 75% of applicants received scores below 200 in 2025, while only a small portion received scores of 300 or higher.
See lessWhat’s the JAMB cut-off mark for 2025?
For the 2025–2026 academic year, Nigerian universities typically have a minimum JAMB cut-off score of 140, while polytechnics and colleges of education have a cut-off score of 100. However, depending on the particular program and the volume of applications, different institutions may set higher cut-Read more
For the 2025–2026 academic year, Nigerian universities typically have a minimum JAMB cut-off score of 140, while polytechnics and colleges of education have a cut-off score of 100. However, depending on the particular program and the volume of applications, different institutions may set higher cut-off marks.
See less