Peer group pressures

Peer Pressure — the other guy “made” me do it!
Bill Brinkworth
Many claim an outside “force” often compels them to do things they normally would not and know they should not do. Getting their peer’s approval and acceptance is this force for many.
Webster defines “peer” as an “equal; one of the same rank.” For some, it is important to please people; even though they are “equals” and really cannot do anything to physically force them to do what they want done.
This invisible pressure to please one’s peers has always been an over-whelming force in many lives. Here are some reasons, as illustrated by biblical characters, that the desire to have the approval of one’s peers can have such power in one’s life:
They do not want to be different. Peter, Jesus’ disciple, certainly attested to the power of peer pressure. He was the one who planned to be loyal and faithful to Jesus when he said, “… Although all shall be offended, yet will not I” Mark 14:29.
However, before the rooster had crowed in the morning, as Jesus had prophesied, Peter denied, to total strangers, having anything to do with his friend and leader. At the time, it was more important to Peter to fit in at the campfire of strangers, than to be publically identified with God’s only Son.
Too many have been led by similar pressure. They have sold out their testimony and their future, to “fit in” and be like everyone else. The truth of the matter is, such sell-outs for social acceptance are usually only temporary and have to be performed repeatedly for each group it is important to “fit in” with. It is not long until a person has molded himself to so many groups, that he does not really know who he is anymore.
They want to make others happy. Pilate succumbed to peer pressure when the rantings of a mob convinced him to have the Saviour put to death.
“And they cried out again, Crucify him. Then Pilate said unto them, Why, what evil hath he done? And they cried out the more exceedingly, Crucify him. And so Pilate, willing to content the people, released Barabbas unto them, and delivered Jesus, when he had scourged him, to be crucified.” Mark 15:13-15
Pilate allowed mob rule to cloud his judgment. His wrong decision killed God’s only Son. Many of us have also done things to make others happy, only to find that their happiness is only temporary as long as we are doing what they want. Later, it is we that have to live with the side effects from the judgments we have made; many times, for the rest of our lives.
They think they are outnumbered. Instead of “winning them”, they are joining with them. Aaron was swayed by this pressure when the people of God commanded him to make them false idols. He gave in to the pressure the multitudes opposed on him; rather than doing right in God’s eyes.
“And Moses said unto Aaron, What did this people unto thee, that thou hast brought so great a sin upon them … For they said unto me, Make us gods, which shall go before us: ...” Exodus 32:21-23
No matter if “everyone” is doing wrong, it does not make it right for us to do like-wise. We should do what pleases God; if it is popular or not.
They blame others for their wrongdoing. For many, the reason for their not doing the righteous thing is that others “forced” them to do contrary to what God requires. Saul revealed his weakness to peer pressure when he insisted that the people made him disobey God:
“Now go and smite Amalek, and utterly destroy all that they have, and spare them not; but slay both man and woman, … And Samuel said, What meaneth then this bleating of the sheep in mine ears, and the lowing of the oxen which I hear? And Saul said, They have brought them from the Amalekites: for the people spared the best of the sheep and of the oxen, to sacrifice unto the LORD thy God; and the rest we have utterly destroyed.” I Samuel 15:3-15
Saul was the leader; it was his responsibility to lead the people in obeying God. Unless one is physically forced into doing what is wrong, which rarely is the reason, it is up to us do what God expects us to do. We are the ones that are responsible for our actions.
It has become common to blame the environment, surroundings, people, or circumstances for our actions. Too many have become “victims” and think they are not responsible for their actions. According to God’s Word, however, each is responsible for his own actions. Our excuses for not doing right in God’s eyes and according to His Word do not take away from the fact that wrong is still wrong, The pressures felt or forced from our peers do not give us any permission to disobey what God commands us to do. Each of us must one day give an account for our actions.
“For it is written, As I live, saith the Lord, every knee shall bow to me, and every tongue shall confess to God. So then every one of us shall give account of himself to God.” Romans 14:11-12
“If you do things merely because you think some other fool expects you to do them, and he expects you to do them because he thinks you expect him to expect you to do them, it will end in everybody doing what nobody wants to do, which is in my opinion a silly state of things.” 񐬈

Eve Palava

Genesis 3:1-19 tells the well-known story of Eve and Adam’s disobeying God. Because of this first sin, mankind has been plagued with more sin and its consequences. One bad decision changed all mankind and the earth. Sin has a terrible price tag. No one gets away from sin's wages.
What happened when Eve disobeyed:
She thought God was not right. The fruit did taste good, and they didn’t die — right away.
Adam and Eve had to be clothed. Animals lost their lives so they could be clothed.
Adam and Eve could not have fellowship with God anymore. The one-on-one conversations with the Creator in the garden ceased.
Eve, and all women after her, have had pain in childbirth. Women would not have that experience, if sin had not entered the human race.
The ground was cursed. Now there are weeds and thistles; before there were none.
Work would not have been as hard. There would have been no sweat in hard labor.
Physical death entered into our lives.
Sin entered into mankind
What happened when King David sinned:
King David’s bad decision started with his staying home from battle.
He did not obey God by going to battle. He tarried.
He looked on a bathing woman. His “look” led to adultery between him and Bathsheba.
David conceived a child out of wedlock with her.
The King deceived Uriah, his faithful soldier and the husband of Bathsheba.
David was involved in Uriah’s death.
David and Bathsheba's baby died.
His sons were disobedient and some died early deaths.
Other great men and women sinned and “paid” its terrible consequences.
If Samson had not sinned, he would not have lost his strength, sight, and position of being a judge of Israel.
If the people of Israel had not sinned, they would not have been attacked by serpents, faced starvation, and would have been allowed to see the Promised Land.
If Moses had spoken to the rock, as God commanded him, he would have entered the Promised Land.
If Herod had not boasted, he would not have been eaten by worms.
If Aaron and Miriam had not talked about Moses, Miriam would not have had leprosy.
If Jonah had obeyed God, he would not have ended up in the belly of a whale.
If Haman had not been bitter against Mordecai, he may not have died by hanging.
If Judas had not “given place to the devil”, he would not have been used to kill Jesus.
If the soldiers had gotten saved, they would not have nailed Jesus to the cross.
… and on the list could go from biblical examples of sins’ wages.
No one gets away with sin. There is a price tag. The Bible is a lesson book on this subject. What would you be, if you didn’t make that one mistake?
Some will have a divorce, because they did not wait on God’s choice of a mate.
Some will flunk in school because they would not learn the right way, and cheated their way through school.
Some may end up in jail, because they cheated on their taxes, stole cars, did drugs, etc.
Some may hurt someone physically, because they watched the wrong TV shows and got desensitized about harming others.
Someone may be addicted or killed by drugs, because their desensitization to sin started with a sip of daddy’s beer.
Some may be killed in a car accident, because they disobeyed parents and snuck out at night.
Some girls may have children out of wedlock because they would not listen to their parents about how, who, or when to date.
Some may be crippled in a fight, because they did not listen to parents and stay away from the wrong kids.
Some may not graduate high school, because they were too lazy to study.
Some may go to Hell, and burn forever, because they worried about what their friends would think and never got saved!
All sin has consequences — either here or in eternity. Most already know this, because they have seen what others have reaped by sowing sin in their lives. Why do we sometimes think we can get away with it?
“God hates the sin, but He loves the sinner.”

Accident

Dangote's drivers at

Tips

*Nice line from Ratan Tata's Lecture- in London*
👉🏿1.
Don't educate
your children
to be rich.
Educate them
to be Happy.
So when
they grow up
they will know
the value of things
not the price.

👉🏿2.
"Eat your food
as your medicines.
Otherwise
you have to
eat medicines
as your food."

👉🏿3.
The One
who loves you
will never leave you
because
even if there are
100 reasons
to give up
he/she will find
one reason
to hold on.

👉🏿4.
There is
a lot of difference
between
_human being_
and _being human._
A Few understand it.

👉🏿5.
You are loved
when you are born.
You will be loved
when you die.
In between
You have to manage...!

👉🏿6.
If u want to Walk Fast, 
Walk Alone..!
But 
if u want to Walk Far,
Walk Together..!!

👉🏿7.
Six Best Doctors in the World-
1.Sunlight
2.Rest
3.Exercise
4.Diet
5.Self Confidence
&
6.Friends
Maintain them in all stages of Life and enjoy healthy life

👉🏿8.
If you see the
moon .....
You see the
beauty of God .....
If you see
the Sun .....
You see the
power of God .....
And .... If you see
the Mirror .....
You see the
best Creation
of GOD ....
So Believe in
YOURSELF.....

We all are tourists & God is our travel agent who 
already fixed all our Routes Reservations & Destinations.

*So Trust him & Enjoy the "Trip" called LIFE...*

Send to all people who are important to you..😊
I just did 👍🏿

New Curriculum

Nigerian Educational Research and Development Council Sheda
ABOUT THE REVISED THE 9-YEAR BASIC EDUCATION CURRICULUM (BEC)
Background and Focus of the 9-Year Basic Education Curriculum
The 9-Year Basic Education Curriculum (BEC) was developed in response to Nigeria’s need for relevant, dynamic and globally competitive education that would ensure socio-economic and national development. Specifically, BEC was developed to ensure that learners at the basic Education level receive well rounded education capable to compete favourably anywhere in the world in terms of knowledge, skills, techniques and values and aptitude. Thus BEC addresses amongst other things, the issues of value re-orientation, poverty eradication, critical thinking, entrepreneurship and life skills.
BEC was produced and distributed to all public Primary and Junior Secondary Schools nationwide in 2007. Its implementation commenced nationwide, in Primary 1 and JSS 1 classes in September 2008 respectively. The first batch of JSS students graduated in June 2011. It is expected that by September 2014, the cohort of pupils that benefitted from the use of BEC at the primary school level will be entering class one of the Junior Secondary School.
Reason for the Review
The curriculum is the main vehicle for transmitting the cultural heritage (needs aspirations, knowledge and values) of the past and present members of society. Since the societal needs and aspirations are continually changing, the curriculum content should, of necessity be dynamic, reflecting at every point in time the contemporary and anticipated societal values, needs, challenges and aspirations. Consequently, schools curricula need to be constantly reviewed to keep pace with global trends and developmental changes in the society.
Recent feedback on the implementation of BEC suggests curriculum overload in terms of subject offerings at the Basic Education level. Presently, BEC comprises of 20 subjects’ listings, learners are expected to offer as many as 12 subjects in primary schools and 15 in the JSS. Delegates at the Presidential Summit on Education held in October 2010 particularly recommended a reduction in the number of subjects offered at the Basic Education level to between 6 and 13 subjects. Consequently, NERDC was mandated to revise the 9-Year Basic Education Curriculum (BEC) in line with the recommendations of the summit.
The Curriculum Review Process
Curriculum revision process at NERDC is a team work that involves consultations with stakeholders (curriculum experts, subject matter specialists, teachers, policy makers, employers of labour, parents, etc.) in education at various levels. Consultations in respect of the review of BEC started in earnest in December 2011 at a Concept Formulation Workshop, when curriculum experts, subject matter specialists, teachers, policy makers, employers of labour, parents, etc. converged to propose a Conceptual Framework for reducing the number of subjects offered at the Basic Education level. The Conceptual Framework was also presented at a National Stakeholders Forum for further input by end users and the civil society at the State and Local government levels.
At the level of policy making, NERDC constituted a High Level Policy Committee (HLPC) for the Review of the UBE curriculum. The Committee comprised of Stakeholders in the Nigerian education sector drawn from the Federal Ministry of Education (FME), the Universal Basic Education Commission (UBEC), the National Teachers Institute (NTI), the National Commission for Nomadic Education (NCNE), the National Commission for Colleges of Education (NCCE), amongst others. The Committee met from time to time to make input into policy related aspects of the curriculum review process as well as facilitate the efficient implementation of the project. Other stages in the curriculum development process; prior to the printing and dissemination of the curricula were: (i) Planning; (ii) Writing; (iii) Critique; (iv) Editorial; and (v) Presentation to the Joint Consultative Committee on Education (JCCE) and the National Council on Education (NCE) for scrutiny and approval. The revised curriculum was approved for use in Nigerian schools by the National Council on Education (NCE) at its 59th meeting held at the International Conference Centre, Abuja from 24th -28th June, 2013. The systematic implementation of the revised curriculum will commence in primary 1 and JSS 1 by September 2014, as approved by NCE. This will not only allow the gradual phasing out of the earlier edition of BEC in subsequent years. It will also ensure proper planning, text book review and development and provision of adequate resources for the effective implementation of the revised curriculum. The revision of the BEC was done through the support of the Office of the Special Assistant to the President (OSSAP) on the Millennium Development Goals (MDGs). The revised curriculum has been printed and distributed to all the states of the federation and the Federal Capital Territory (FCT).
The Conceptual Framework for the Review
Unlike the present structure of the 9-Year BEC, which comprises of 20 subjects’ listings, the Conceptual Framework adopted by stakeholders for the review of basic education curriculum comprises of a ten (10) subjects. The Framework identifies and groups related disciplines, thereby achieving a reduction in subject listings. For example, related UBE subjects curricula like Home Economics, Agriculture are brought together to create a new UBE subject curriculum to be called Pre-Vocational Studies. Similarly, Islamic Studies, Christian Religious Studies, Social Studies, Civic Education, and Security Education that focus primarily on the inculcation of values (societal, moral, interpersonal) now form a new UBE subject called Religion and National Values. Key concepts in the former curricula formed integrating threads for organizing the contents of the new subject into a coherent whole.
STRUCTURE OF THE REVISED 9-YEAR BASIC EDUCATION CURRICULUM (BEC)
BASIC EDUCATION LEVEL SUBJECTS EXPLANATORY NOTES
Primary
1-3
1. English Studies • Official National Language
• Medium of Instruction in schools
• The subject predisposes itself for the infusion of all the following stand-alone curricula Road Safety, Disaster Risk Reduction Education Curriculum, Consumer Education Curriculum.
• Should include Literature - in - English
2. Mathematics • Fundamental discipline for science and technological development
• Important for everyday life
3. Nigerian Languages (One Nigerian Language) • National Policy on Education (NPE) stipulates that the medium of instruction should be the language of the immediate environment of the child.
• Schools are free to select such Nigerian Language to be taught.
4. Basic Science and Technology (BST)
Basic Science
Basic Technology
Physical & Health Education
Information Technology (IT) • Each of the listed components will serve as theme for the Basic Science and Technology curriculum
• Climate change should be part of Basic Science Theme
• Disaster Risk Reduction Education and Consumer Education are to be infused into Basic Science and Technology Curriculum
• Create enabling environment for the subject in all schools by making computers available in schools
5. Religion and National Values (RNV)
Christian Religious Studies / Islamic Studies
Social Studies
Civic Education
Security Education • Listed components will serve as themes in the Religion and National Values Curriculum
• Content should be planned for all children to take Social Studies, Civic Education and Security Education themes
• Separate classes should be run for CRS theme and IS theme
• Disaster Risk Reduction Education and Peace and Conflict Resolution curricula are to be infused into the Civic Education, Social Studies and Security Education Themes.
• Create enabling environment for the subject in all schools
6. Cultural & Creative Arts (CCA) • Important for preservation of our cultural Heritage and Creativity.
7. Arabic Language • Optional
NOTE:
• Minimum of 6 subjects; Maximum of 7 subjects
• Emphasis should be on basic concepts and their explanations
• Teaching and learning activities must be creative, innovative, and practical.
• Avoid content repetitions across themes and subjects
• Admit only basic contents from the old curriculum
BASIC EDUCATION LEVEL SUBJECTS EXPLANATORY NOTES
Primary 4-6
1. English Studies • Official National Language
• Medium of Instruction in school
• The subject predisposes itself for the infusion of all the following stand alone curricula Road Safety, Disaster Risk Reduction Education, Consumer Education.
• Should include Literature - in - English
2. Mathematics • Fundamental discipline for science and technological development
• Important for everyday life
3. Nigerian Languages (One Nigerian Language) • Schools are free to select such Nigerian Language to be taught.
4. Basic Science and Technology (BST)
Basic Science
Basic Technology
Physical & Health Education
Information Technology (IT) • Each of the listed component will serve as theme for the Basic Science and Technology curriculum
• Climate change should be part of Basic Science Theme
• Disaster Risk Reduction Education and Consumer Education are to be infused into Basic Science and Technology Curriculum
• Create enabling environment for the subject in all schools by making computers available in schools
5. Pre-Vocational Studies (PVS)
Home Economics
Agriculture
Entrepreneurship • Each of the listed component will serve as theme for the Pre-Vocational Studies
• Consumer Education to be infused into Pre-Vocational Studies
• Create enabling environment for the teaching of pre-vocational studies in schools
6. Religion and National Values (RNV)
Christian Religious Studies / Islamic Studies
Social Studies
Civic Education
Security Education • Listed components will serve as themes in the Religion and National Values Curriculum.
• Content should be planned for all children to take Social Studies, Civic Education and Security Education themes
• Separate classes should be run for CRS theme and IS theme
• Disaster Risk Reduction Education and Peace and Conflict Resolution curricula are to be infused into the Civic Education, Social Studies and Security Education Themes.
• Create enabling environment for the subject in all schools
7. Cultural & Creative Arts (CCA) • Important for preservation of our cultural Heritage and Creativity.
8. French Language • Nigeria’s second official language
• Nigeria is surrounded by Francophone countries
• The study of French language will make our children more competitive at the global level
9. Arabic Language • Optional
NOTE:
• Minimum of 8 subjects; Maximum of 9 subjects
• Emphasis should be on basic concepts and their explanations
• Teaching and learning activities must be creative, innovative, and practical.
• Avoid content repetitions across themes and subjects
• Admit only basic contents from the old curriculum
BASIC EDUCATION LEVEL SUBJECTS EXPLANATORY NOTES
JSS 1-3
1. English Studies • Official National Language
• Medium of instruction in schools
• The subject predisposes itself to the infusion of the following stand-alone curricula Road Safety Curriculum, Disaster Risk Reduction Education Curriculum, Consumer Education Curriculum.
• Should include Literature - in - English
2. Mathematics • Fundamental discipline for science and technological development
• Important for everyday life
3. Nigerian Languages
(One Nigerian Language) • Schools are free to select such Nigerian Language to be taught.
4. Basic Science and Technology (BST)
Basic Science
Basic Technology
Physical & Health Education
Information Technology (IT) • Each of the listed components will serve as theme for the Basic Science and Technology curriculum
• Climate change should be part of Basic Science Theme
• Disaster Risk Reduction Education and Consumer Education are to be infused into Basic Science and Technology Curriculum
• Create enabling environment for the subject in all schools by making computers available in schools
5. Pre-Vocational Studies (PVS)
Home Economics
Agriculture
Entrepreneurship • Each of the listed components will serve as theme for the Pre-Vocational Studies Curriculum
• Consumer Education to be infused into Pre-Vocational Studies Curriculum
• Create enabling environment for the teaching of pre-vocational studies in schools
6. Religion and National Values (RNV)
Christian Religious Studies / Islamic Studies
Social Studies
Civic Education
Security Education • Listed components will serve as themes in the Religion and National Values Curriculum.
• Content should be planned for all children to take Social Studies, Civic Education and Security Education themes
• Separate classes should be run for Christian Religious Studies theme and Islamic Studies theme
• Disaster Risk Reduction Education to be infused into the Civic Education, Social Studies and Security Education Themes.
• Create enabling environment for the subject in all schools
7. Cultural & Creative Arts (CCA) • Important for preservation of our cultural Heritage and Creativity.
• Tourism should be a theme in Cultural and Creative Arts Curriculum
8. Business Studies • It is desirable for every child to have some idea of Business enterprise
• Entrepreneurship should be treated in Business Studies
• Consumer Education to be infused into Business Studies Curriculum
9. French Language • Nigeria’s second Official Language
• Nigeria is surrounded by Francophone countries
• The study of French language will make our children more competitive at the global level
10. Arabic Language • Optional
NOTE:
• Minimum of 9 subjects; Maximum of 10 subjects
• Emphasis should be on comprehension and application of basic concepts
• Teaching and learning activities must be creative, innovative, and practical.
• Avoid content repetitions across themes and subjects
• Admit only basic contents from the old curriculum.
TEACHER SUPPORT MATERIALS FOR THE IMPLEMENTATION OF THE REVISED 9-YEAR BASIC EDUCATION CURRICULUM
To assist school teachers in the effective implementation of the revised 9-Year Basic Education Curriculum, the Nigerian Educational Research and Development Council developed Teachers’ Guide in all the subject areas. The Guides represents a major departure from previous practice of producing one generic guide for implementation of the Basic Education Curriculum by teachers.
The Teachers Guide is also an improvement on the ‘Teachers Handbook’ earlier produced by NERDC for the effective implementation of the new 9-year Basic Education Curriculum. The Guides addresses specific issues that are pertinent to quality education delivery as listed below:
1. Understanding the Revised Curriculum;
2. Breaking of the curriculum into Syllabus, Scheme of Work, Unit of Work, and Lesson Plan; and the relationship between them;
3. Preparing the Syllabus, Scheme of Work, Unit of Work, and Lesson Plan;
4. Modern Teaching Approaches and lesson planning;
5. Sample lesson planning based on modern teaching approaches;
6. Teaching of perceived difficulty concepts in the subject areas;
7. Resources for Teaching; and
8. Assessment of learning.
The process of the development of the Teachers Guides which included a series of planning, writing, critique and editorial workshops entailed wide consultations with stakeholders: experienced primary and junior secondary school teachers, teacher educators, school inspectors and supervisors, teachers professional associations, Parent Teachers Association and policy makers.
The preparation of the Teachers’ Guide was through the support of the Office of the Special Assistant to the President (OSSAP) on the Millennium Development Goals (MDGs).
REVISION OF THE NATIONAL POLICY ON EDUCATION (NPE)
To accommodate the changes that have taken place in the Nigerian Political structure and the education sector, the Nigerian Educational Research and Development Council (NERDC) was directed by the Honourable Minister of Education to revise the 2007 edition of the NPE.
To ensure that the perspectives and inputs of the three tiers of government, development partners and all other stakeholders are, as much as possible, accommodated and infused, a High Level Policy Committee (HLPC) for the revision of the NPE was constituted by NERDC.
The HLPC was comprised of:
State Commissioners of Education/FCT Education Secretary,
Directors in the Federal Ministry of Education and their Parastatals,
Professional Bodies,
International Development Partners, Civil Society Organizations and other relevant bodies
The revision process comprised series of consultative meetings amongst members of the HLPC. Some fundamental changes introduced into the updated edition of the NPE include:
The consolidation of Pre-Primary, Primary and Junior Secondary Education to a 10-Year Basic Education in line with UBE and its establishment Act;
the introduction of a new curriculum structure for the Basic Education level;
the introduction of a new curriculum structure for senior secondary education and enunciation of the criteria for subject selection for public examinations;
emphasis on improved quality assurance, restructuring and enhancing the capacities of Federal and States/FCT Inspectorate Services through effective performance evaluation;
the evolution of a credible and up-to-date National Education Management and Information System (NEMIS) and corresponding State Education Management and Information Systems (SEMIS);
outline for better coordination, collaboration and networking of activities, programmes and interventions of all tiers of government, development partners and all other stakeholders in the Nigerian education sector to eliminate overlaps, achieve and sustain synergy, etc.
The revised NPE was approved by the National Council on Education (NCE), the highest policy making body in the Nigeria education sector, at its 59th meeting held at the Internal Conference Centre, Abuja from 24th – 28th, June 2013. The revised NPE is currently being printed.
THE NERDC/STEP-B PROJECT
The NERDC/STEP-B Project is titled “Senior Secondary Schools (SSS) Science, Technology and Vocational Education Curriculum Improvement Project”. The Project is specifically designed to equip teachers with innovative classroom practices that promote the development of work-related skills and abilities in learners. The Project is an intervention that would in the long-run produce high performing students with globally competitive skills for technological development of the nation.
Specifically, the project sought to:
expose teachers to relevant strategies and techniques for promoting the development of work-skills and abilities in learners;
assure effective teaching of the contents of the new S/TVET curricula; as well as
promote collaboration and linkages among curriculum designers, teachers, schools, work-places and immediate community for effective curriculum delivery
The project had the following components:
teacher capacity building in the use of these curricula; and
sensitization of science technology and mathematic (STM) desk officers in the 36 State Ministries of Education (SMoEs) and FCT Education Secretariat.
Some Achievements recorded in the project include:
Development of Teachers Guides for teaching the contents of the new SSE Biology,s Chemistry, Mathematics and Physics curricula;
Sensitization of Science, Technology and Mathematics Desk Officer from the 36 states of the federation and the Federal Capital Territory (FCT);
Training of 98 Master Trainers nationwide using the Teachers Guides. The Master Trainers would in turn train other teachers within their various schools as well as assist in state level trainings for multiplier effect;
The Teachers Guides and CD-ROMs of presentations of training contents were also distributed participating states and schools for the purpose of stepping down the training.
The Project was executed with funding support from the World Bank through the Science and Technology Education Post Basic (STEP-B) Project.

I have a dream

I have a dream that Scholars World Academy will

SCHOLARS WORLD ACADEMY SAYS NO TO EXAMS MALPRACTICE

A survey of examination: malpractice among secondary school students - Causes, effects and solutions

Excerpt
TABLE OF CONTENTS
Title page
Certification
Dedication
Acknowledgement
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Scope/Limitation of Study
1.7 Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
2.1 Concept of Examination Malpractice
2.2 Genesis of Examination Malpractice
2.3 Forms of Examination Malpractice
2.4 Sources of Examination Malpractice
2.5 Reasons for Indulging in Examination Malpractice
2.6 Incidence of Examination Malpractice in Nigeria
2.7 Effects of Examination Malpractice
2.8 Examination Malpractice Among Secondary School Students
2.9 Implication of Examination Malpractice on Education Development
2.10 Implication of Examination Malpractice on Academic, Moral Standard and Counselling
2.11 Effort at Curbing Examination Malpractice
2.12 Solution to Examination Malpractice in Secondary School
2.13 Conclusion
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample/Sampling technique
3.4 Research Instrument
3.5 Validity of the Instrument
3.6 Reliability of the Instrument
3.7 Administration of Research Instrument
3.8 Method of Data Analysis
CHAPTER FOUR: PRESENTATION OF DATA AND ANALYSIS OF DATA
4.0 Introduction
4.1 Analysis of respondents for teacher’s and student biodata
4.2 Presentation and analysis of research question
CHAPTERFIVE : SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
5.1 Summary
5.2 Conclusion
5.3 Recommendations
References
Abstract
This research was carried out to investigate examination malpractice among secondary school students in Mushin Local Government area in Lagos State. The project highlights the causes of examination malpractice among secondary school students, the effect of examination malpractice and solution to examination malpractice in secondary schools. In this research work, a sample of twenty (20) teachers and one hundred (100) students were collected by means of simple random sampling techniques from five secondary schools in Mushin Local Government. The research instrument used for the study was the teacher’s and student’s perception questionnaire which was validated by the supervisor and used for the collection of data from the respondents. The data collected from respondents were analyzed with distribution tables and simple percentage.
At the end of the analysis the study revealed the major reasons for examination malpractice which include parental pressure for good grades, value attached to certificate and so on. The study further recommend that parent should not put pressure on their children for good grades. Also emphasis should not be lay on certificates.
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education in the general sense covers the whole life of an individual from birth till death or from cradle to grade that shows that education is as old as man on earth. The formal school system is greatly influenced in its result on the lives of all who pass through it.
In Nigeria before the 1840’s there was in existence a system of education. This was broadly traditional, occupationally oriented and informal apprenticeship system. This type of education as at that time was relevant to the needs of the society.
The advent and influence of the Christian missionary activities affected a change from the informal system of education to the western oriented type of education. Preference was no longer for hardwork but acquisition of certificate. Every achievement or goal oriented tasks a certification of schooling.
However, examinations play vital roles not only in our educational system but also in the society as a whole. The society demands from its members a diversity of specialized functions.
In the Nigerian school system various forms of examinations are noticed. These are the entrance examinations, the terminal and promotion examinations, the senior school certificate examination and the degree or diploma examinations. Students are required to pass any forms of examinations they partake in. But these days students now find various means of achieving success in these examinations and one of such ways is by cheating in examinations through leakage in examination papers, impersonation, external assistance, copying, smuggling of foreign materials, substitution of script and improper assignment.
The fact remains that examination malpractice has become usual practice in Nigeria. Examination has been recognized as forming the nucleus of education without which the enterprise will be incomplete.
Empiricism shows that examinations indicate the extent of factual knowledge acquired by students, predict future educational achievement and provide a means of selecting suitable candidates for certain educational courses or occupation.
One of the principal aim of examination is to assess how much learning has taken place and to what extent the educational objectives and goals have been achieved. One serious problem plaguing Nigeria system of education today is large examination malpractice coupled with intellectual dishonesty. Our pupils and students devise as a daily routine, new tricks to beat genuine supervisors and examiners.
The incidence of examination malpractice is multi dimensional in nature. Smuggling of prepared notes into examination hall. They insult, embarrass, threaten and even assault invigilators and supervisors who failed to co-operate with them in their unholy and nefarious acts.
Cheating behaviour exhibited by the school, population is a big problem to our people. School administrators were recently called upon to desist from helping their students to perpetrate in examination malpractice.
Individual however put the blame on lack of proper social value system; the high premium attached to paper qualifications as prerequisite for admission and gainful employment.
1.2 STATEMENT OF THE PROBLEM
The occurrence of examination malpractice at any level of educational stratum possess the greatest threat to the validity and reliability of any examination and consequently to the authenticity and recognition of certificate issued. The numerous examination malpractice among secondary school students in Mushin Local Government over the years have become a growing concern since cheating is such a longstanding and global problem inherent by human beings. Effort should therefore be directed towards controlling cheating behaviours and also finding the possible causes of the problem among secondary school students in Mushin Local Government.
1.3 PURPOSE OF THE STUDY
The main purpose of this study is to find out the various forms of examinations malpractice among secondary schools students in Lagos State (A case study of Mushin Local Government) and also to find out the causes in order to proffer the kind of counselling strategies for curbing the undesirable behaviour.
1.4 SIGNIFICANCE OF THE STUDY
The implementation of this finding will not only expose the extent to which students are involved in examination malpractice but will also suggest some remedies or a lasting solutions to this academic dishonesty.
This study is also expected to help school administrators, teachers and guidance counsellors to curb or control cheating behaviour in schools.
1.5 RESEARCH QUESTIONS
The research questions for this study are stated below:
- Is there any difference between students who cheat and who did not cheat in an examination?
- Does examination malpractice contribute to educational development?
- Why do students indulge in examination malpractice?
- Are students aware of the penalty for examination malpractice?
- What roles have the school counsellors played so far in trying to curb these behaviours?
1.6 SCOPE/LIMITATION OF STUDY
This study will concentrate on examination malpractice, their causes, effects and possible solution in selected schools in Mushin Local Government.
1.7 DEFINITION OF TERMS
In view of the fact that different meanings can be assigned will apply to the following words as used in this research work.
- EXAMINATION : A test of capacity and knowledge. It is a determinants of a learner’s strength and weakness necessary for his/her academic adjustment and work life.
- MALPRACTICE : It is a behaviour of a person contrary to laid down code of conduct.
- CHEATING :Cheating is refer to a type of examination malpractice, which takes place in the examination hall.
- GUIDANCE : This is an assistance given to an individual either by an adult or counsellor in order to help them discover themselves and cope with life situation.
- COUNSELLING : This is a relationship which exist between a counsellor and a counsellee in order to provide solution a problem encountered by the counsellee.
- COUNSELLOR : Is one who counsels, assists or help the students or an individual to solve academic and psychological problems.
- COUNSELLEE : Is one who seeks advice or help from the counsellor in solving his/her personal problems.
CHAPTER TWO: LITERATURE REVIEW
2.0 INTRODUCTION
Education is the foundation upon which physical and technological developments rest.In Nigeria, education has been adopted as an instrument for national development. Therefore, governments, communities, private organizations and individuals have established educational institutions with a view of training the citizens for the development of the nation’s physical and human resources. One of the objectives of education in Nigeria is to prepare the young ones to face future challenges and develop them to meet the nation’s manpower requirements.
In educational institutions teaching and guidance activities are supposed to take place so that appropriate skills and knowledge can be acquired by the students.
Furthermore, a machinery through which the extent of knowledge and skill acquisition is determined at each stage of education has been set up. This is in form of examination which organized in order to evaluate, assess and test knowledge and skills. Schools need to conduct examinations as yardstick for assessment. It is the most practical way of assessment in education.
Maduka (1993) defined examination as a way to ascertain how much of a subject matter in a particular field of study the candidate has mastered.
Homby (1995) defined an examination as a formal test of somebody’s knowledge or ability in a particular subject, especially by means of answering questions or practical exercises.
Balogun (1999) also defined examination as the process through which students are evaluated or tested to find out the quality of knowledge they have acquired within a specified period.
Examinations could be internal or external. It could be oral or written, essay or objective type, theory or practical constitutes an integral part of the education process. Examples of internal examinations are continuous assessment tests, terminal, semester and annual or promotional examinations. Examples of external (public) examinations common in Nigerian schools are Common Entrance Examination for admission into secondary school. School Certificates examination is conducted by West African Examination (WAEC) and National Examination Council (NECO). The Joint Admission Matriculation Board (JAMB) and National Teachers’ Institute (NTI) conduct admission tests into tertiary institutions while National Business and Technical Examination Board (NABTEB) conducts professional examination for teachers and technicians respectively. The outcome of the examination is used as a basis for decision-making on the examinee’s ability.The examinee is consequently awarded a certificate which could qualified students for admission into a school, promotion into higher level of an institution and employment opportunities.
Nigeria’s education system like any other country has its problems, lapses, controversies and issues. Many problems confront Nigeria educational system and institutions prominent among them are the issue of examination malpractice. Examination malpractice is a kind of conduct that violates the acceptable laid down rules and regulations of Nigeria’s education system. On the other hand, examination malpractice is any wrong doing before, during or after any examination. Although one may not be able to rule out examination malpractice in the past, the current trend is alarming and calls for proper management in order to save the nation’s most important sector. Whereas, in the past, students tended to hide the acts, now they advertise them with reckless abandon. It has become a prolific business enterprise branded with the name of private examination centres aided and abetted by corrupt examination officials, supported by parents who will not allow their children to be left out from the Trojan gift of malpractice. Examination malpractice occurs in both internal and external examination. It is a problem which has been afflicting the educational system for many years. It seems to have defied solutions, as all antidotes applied so far have been faulted by fraudsters. In fact, it constitutes the most serious problem facing Nigerian education system in general and secondary education in particular.
Therefore, there is need to sanitize the nation’s education system by getting rid of examination malpractices.
2.1 CONCEPT OF EXAMINATION MALPRACTICE
Examination malpractice is defined as a deliberate wrong doing contrary to official examination rules designed to place a candidate at unfair advantage or disadvantage.
Nwana (2000), Examination malpractice is described as the “massive and unprecedented abuse of rules and regulations pertaining to internal and external examinations, beginning from the setting of such examinations through the taking of the examinations, their marking and grading, to the release of the results and the issuance of certificates”.
According to Oxford Advanced Learner’s Dictionary malpractice is a wrong or illegal behaviour exhibited by a person while discharging professional responsibilities. In the light of this definition, examination malpractice is simply illegally obtaining an answer to an examination question from any other source other than the brain of the examinee.
Salami (1994) defines examination malpractices as an improper and dishonest act associated with examination with a view to obtaining unmerited advantage.
Shonekan (1996) defines it as any act of omission or commission that contravenes the rules and regulations of the examination body to the extent of undermining the validity and reliability of the tests and ultimately, the integrity of the certificates issued.
Oyekan (1996) also views examination malpractice as a deliberate act of indiscipline adopted by students or their privileged accomplices to secure facile success and advantage before, during and after the administration of a test or examination.
Oluyeba and Daramola (1993) defined examination malpractice as any irregular behaviour exhibited by candidate or anybody charged with the examination inside or outside the examination hall before, during or after such examination.
Ojerinde (2002) he claimed that examination malpractice is no longer a desperate candidates’ affair, rather school teachers and even principals are now involved in the perpetration of this vice.
Even with the promulgation of Decree No 33 of 1999(Now Act of Parliament) designed to check examination malpractice, the crime appears to be on the increase.
2.2 GENESIS OF EXAMINATION MALPRACTICE
The very date and place examination malpractice started in the world is not known but it could be said to be one of the fall-outs of the fall of man in the Garden of Eden when Satan deceived Adam and Eve to sin. Satan solved this ugly seed which germinated into various forms of sin and vices including examination malpractice.
Examination malpractice has been in existence a long time ago. According to various sources examination malpractice was first reported in Nigeria in 1914 when there was a leakage of senior Cambridge Local Examination. After independence, there was hardly any year when no examination malpractice was not recorded.
In Nigeria, however, examination malpractice became prominent in the 1970s, when youths who were in the colleges and universities before the advent of the Nigerian civil war in 1967, who were conscripted into the army during the war, came back at the end of the war in 1970 and went back to schools to continue with their education. These youths who understood the language of the trigger of the gun more than what the teacher was saying, were not psycho-emotionally stable and prepared for examinations and so resorted to alternative means of passing the examinations such as direct cheating in examinations, bribing examiner to allow them to indulge in mass cheating, hiring of machineries to write for them. This was clearly manifested in the West African School Certificate Examination of 1970/1971 when all manner of irregularities ranging from examination malpractice to leakage of examination question papers characterized with the conduct of the examination.
2.3 FORMS OF EXAMINATION MALPRACTICE
There are dimension of examination malpractices year-in-year-out, students come up with new dimensions of examination malpractices. The instances of examination malpractices vary. Some of the forms of examination malpractice are discussed below:
1. Bringing of Foreign Materials Into Examination Hall: This is a situation where students bring into the examination hall notes, textbooks and other prepared materials. The method is nicknamed as hide and seek, microchips, tattoo and magic desk. Sometimes, students bring into the hall unauthorized materials like sophiscated and scientific calculators Abba (1998) identified some methods like giraffing, contraband, bullet, super print, escort, pregnant biros and so on.
2. Assistance from Educational Stakeholders: Examination stakeholders include parents, teachers, lecturers, security agents, printers, and staff of examination bodies. Some parents go to any length in buying question papers for their children while some others even buy certificates for their children. Supervisors colluding with teachers, school principals or students by allowing teachers to come around to teach the students during examination period, lecturers or teachers releasing question papers or giving underserved marks or allowing students to illegally re-take examination papers. Security agents, printers and staff of examination bodies also sell question papers

POEM ON EXAMINATION MALPRACTICE

Exam malpractice
EXAM MALPRACTICE
We are no saints, we haven't got holiness
Yet our steps can be retraced
Everyone there where he lacks For we're all for one and one for all
Many have been asked; they answered
Many have asked; they were answered
But if you've never been asked
And if you've never asked
Such that you never answered
And you were never answered
Haven't you ever been silent
When you should have admonished
Pal, lets devest our honour this innuendo
For by either action or inaction
We all have some sorry to say for exam malpractices You can; I can; we can!

THE MENACE OF EXAMINATION MALPRACTICE

THE MENACE OF EXAMINATION MALPRACTICE

From the east to the west, north south the menace of examination malpractice is echoed in all the nooks and crannies of my country Nigeria. The disease has eaten deep at all levels of our educational system ranging from the tertiary institution down to the primary level. The malady seems incurable because virtually all citizens in one way or the other are involved in this educational malaise. The youths believe they cannot be successful in examinations without this malpractice which they have baptized with so many esoteric aliases as “symbiosis, mgbo, help, memory backup, mercenary, missiles, giraffing, dubbing, xeroxing etc”. The scourge has become the order of the day such that it takes a high degree of courage and a deep sense of patriotism for anyone to bother him or herself discussing it.
Examination malpractice is defined as a deliberate wrong doing contrary to official examination rules designed to place a candidate at an unfair advantage or disadvantage. It comes in different forms like the leakage of examination papers prior to examinations, impersonation, external assistance, writing the answers on the blackboard dictation during examinations, illegal candidates, electronic assistance using phones, pagers etc, smuggling whitepaper into the hall, reproduction of another candidate’s work with or without permission, inadequate spacing, lax supervision and inflation or reduction of a candidate’s original mark by those who grade the scripts.
Laziness, inadequate preparation for examinations, pupils not taking their studies seriously, indolence, depending on fraudulent means to make it without any hard work, and all of this is done with the support of unscrupulous parents and a corrupt system of national life. These are the root causes of this tragedy.
The malefactors involved in this societal evil include corrupt government officials, indulgent parents, guardians, teachers, lecturers, host communities of exam centers, traditional institutions, peer groups, security agents, school administrators and the mass media.
Examination malpractice has become a prolific business enterprise branded with the name of private examination centres aided and abetted by corrupt examination officials, supported by parents who will not allow their children to be left out from the Trojan gift of malpractice. The business is such that some individuals open up offices with the emblematic names of “Brain Trust, One Sitting, A- One at a glance, Good Success, Brightest Future etc”. They collect from the students exorbitant fees which are more than a 100% increase of the normal registration fee. They connive with the unscrupulous proprietors of some private schools who register these candidates. Also these private schools, consisting of two halls and two sets of pupils(JSS 3 and SS3) receive accreditation from the examination bodies, WAEC, NECO etc the same year in which they are opened with or without inspection. The exam officials of these bodies lobby to be sent to such private schools because they know that there they will receive a share of the national cake. The police who are meant to be the watch dogs of justice, after receiving their own settlement (bribe) turn out to be the abettors of this crime. Before the commencement of the exams, pastors and Imans are called upon to invoke their gods which is either the supernatural or the examination messiah (malpractice) to guard the students in their exams so that they can come out in flying colours by hook or crook. Thus, it’s obvious that all heads are involved in the circle of evil called malpractice.
Furthermore, it happens that even the angels eat beans. The latest statistics released by JAMB for 2007 UME shows that Ibadan was rated number one in malpractice. This is a city – Ibadan – which hosts the premier university, and is flooded with a high number of elites, academicians. Thus, when the so called elites could give out money for their children to be enrolled in such private centers then what do you expect from the illiterate business men in Onitsha main market who are easily swerved by their indolent children.
The progress of exam malpractice is such that nine-tenths of all students sitting for any exam engage in malpractice. In Anambra state, thousands of SSCE students leave the state to other states like Edo, Enugu, and Rivers states etc. in search of the examination messiah. Sometimes it happens that 70% of the public schools in Anambra State record a 90% failure in SSCE prompting the question of whether all the pupils in Anambra State are dunces, which would be strange because this is the same state that produced the likes of Philip Emeagwali the computer wizard, the veteran novelist Chinua Achebe, Oby Ezekwesili, Dora Akunyili etc. Thus this leads one to question the uncorrupt nature of the examination bodies. Also most students expelled from the tertiary institutions after 100 level are usually those with the highest scores in JAMB. What a contradiction.
This rudderless ship called examination malpractice whose destination is self destruction poses a great threat to the survival and sustainability of good quality education. This hydra headed monster will facilitate the enthronement of a mediocre, half-baked, incompetent and corrupt workforce ranging from quack doctors and pharmacists, and will lead to massive fraud in banks, the collapse of buildings, and the miscarriage of justice.
This malaria parasite ravaging our educational sector can only be eradicated by a national consciousness. Students should be assiduous and develop an interest towards learning rather than being lethargic to their bookwork.
Parents should have a genuine reason for every penny spent on their children’s education because any student who goes into school through the window will also be thrown out through the window either by rustication or expulsion. The examination bodies JAMB, WAEC, NECO, should be sanitized and employ officials of unquestionable character. Finger prints and photographs should be used as a part of security for the exam papers.
The government should pay more attention to our education because intellectual capital is the brain behind economic and sociopolitical growth in a country. Effective penalties should be introduced against those who carry out malpractices.
Finally, the success of the war against corruption will remain impossible if this deadly disease is not eradicated. A step taken now goes a long way to determine the future of our country since the youths are the leaders of tomorrow. Lets work together to sanitize our educational system, lets save our country, lets save our future.
Chinedu Ugwu is a final year student of Veterinary Medicine in the University of Ibadan, Nigeria.

Birthday Wishes

Birthdays are among the most celebrated events of our lives. It is always very special, and comes with a lot of gratitude, good wishes and hopes of better days ahead. May your birthday and every day be filled with the warmth of sunshine, the happiness of smiles, the sounds of laughter, the feeling of love and the sharing of good cheer. This is just to introduce you to a list of sweet and happy birthday messages for friends and families.
Happy birthday wishes and messages
1. Wishing you a day that is as special in every way as you are. Happy Birthday.
2. You are my friend. You are always there for me, supporting me, encouraging me , listening to me and all those other things that friends do. Happy Birthday Friend.
3. Set the world on fire with your dreams and use the flame to light a birthday candle. HAPPY BIRTHDAY !!
4. Thinking of you on your birthday, and wishing you all the best! I hope it is as fantastic as you are, you deserve the best and nothing less.
5. So many candles for such a small cake? Happy Birthday.
6. A birthday is a most special day in one’s life. Enjoy yours to its fullest.
7. My birthday wish for you is that you continue to love life and never stop dreaming. May beauty and happiness surround you, not only on your special day, but always.
8. The advantage of old age is that you get to spread your love to many others.
9. Words alone are not enough to express how happy I am you are celebrating another year of your life! My wish for you on your birthday is that you are, and will always be, happy and healthy! Don’t ever change.
10. Have a wonderful, happy, healthy birthday now and forever. Happy Birthday!
11. Another year has passed, and let me just say how much we count on you, rather than count the years. I wish you a wonderful birthday.
12. Another year older, another year wiser. Well, at least you are growing up to be what you were meant to be – the hottest girl around. Happy Birthday, gorgeous.
13. Blowing out another candle should mean that you have lived another year of joy, and that you’ve made this world a better place. Make every day of your life, and every candle, count. Have a delightful birthday!
14. Happy Birthday!! Wishing you a wonderful year ahead. Your birthday deserves to be a national holiday, because you are a special, national treasure
15. May your birthday and every day be filled with the warmth of sunshine, the happiness of smiles, the sounds of laughter, the feeling of love and the sharing of good cheer.
16. I hope you have a wonderful day and that the year ahead is filled with much love, many wonderful surprises and gives you lasting memories that you will cherish in all the days ahead. Happy Birthday.
17. On this special day, I wish you all the very best, all the joy you can ever have and may you be blessed abundantly today, tomorrow and the days to come! May you have a fantastic birthday and many more to come… HAPPY BIRTHDAY!!!!
18. They say that you can count your true friends on 1 hand – but not the candles on your birthday cake! 1Happybirthday
19. Celebrate your birthday today. Celebrate being Happy every day.
20. May your birthday be filled with many happy hours and your life with many happy birthdays. HAPPY BIRTHDAY !!
21. Be happy! Today is the day you were brought into this world to be a blessing and inspiration to the people around you! You are a wonderful person. May you be given more birthdays to fulfill all of your dreams.
22. Because, today is a special day simply sending birthday wishes, wouldn’t do. So I’m sending you a day when all your dreams come true and, a year that means the most to you!
23. The sun is shining more brightly today as a way to wish you Happy Birthday.
24. Today, I wish for all of your dreams to come true as you walk on your life path. Count your blessings every day, and realize there are more than years in your life! Celebrate your day!
25. Good things happen to and for good people and you are definitely good people. Happy Birthday!
26. Birthdays are a new start, a fresh beginning, and a time to pursue new endeavors with new goals. Move forward with confidence and courage. You’re a very special person. May today and all of your days be amazing!
27. Count the age, not the wrinkles you have. Count the blessings and wonderful experiences you’ve had, not the mistakes you’ve made.
28. Forget the past; look forward to the future, for the best things are yet to come.
29. Happy Birthday to a person that’s charming, talented and witty, and reminds me a lot of myself.
30. Happy birthday! Enjoy this year and use it as a launchpad for your future!
31. Well, you are another year older and you haven’t changed a bit. That’s great because you are perfect just the way you are. Happy Birthday.
32. You are special and I hope that you float through the day with a big smile on your face. Happy Birthday!
33. Take a day off to celebrate you birthday. Take a year off and tell people you are younger. Happy Birthday.
34. Happy Birthday!!! I hope this is the beginning of your greatest, most wonderful year ever!
35. Hey there! Sending birthday wishes your way for a beautiful year ahead. May your lucky stars continue to shine and make all of your dreams come true. Enjoy your day with all of the pleasures it has in store.
36. Congratulations on being even more experienced. I’m not sure what you learned this year, but every experience transforms us into the people we are today. Happy Birthday.
37. Let the number of years you have lived not be a reminder of how old you are, but a medal of everything you have been through in life.
38. I hope that today is the beginning of another wonderful year for you. Happy Birthday.
Cute happy birthday messages
39. Whatever you may do on your birthday, may it bring you the happiness you deserve.
40. This is the first day of the rest of your life. Will you join me for the rest of your birthdays, darling? I can think of nothing I want more than that.
41. No matter how many birthday cake candles you’ve got lit, they’ll never light up my life like you do. Have a good one!
42. Don’t think of your birthday as getting another year older. Think of it as another year well spent with friends and family. I know am looking forward to the next year because we will get to spend it together. Here’s to you, my love.
43. Surround yourself with laughter and happiness on your birthday! That means you shouldn’t invite your mother-in-law over for the celebration.
44. You only get one wish per year, and that is today on your birthday. I hope you make a perfect wish and have a perfect and happy birthday!
45. Your birthday only comes once a year so make sure this is the most memorable one ever and have an amazing day!
46. Wishing a very happy birthday to the person that makes my life better every day just by being a part of it! Have a great day!
47. Today isn’t just another day. It’s your birthday so make sure it’s special and make it the best day of the year for you. Happy birthday!
48. I’ve known you for as long as I can remember and there’s no other person deserving of having a perfect day like you today. Make it a great birthday!
49. You’ve put a smile on my face so many times, I hope I can give you one in return on your big day. You’re sweet, cute, kind and so many other things. Being in your life is a blessing. Happy birthday, sweetie!
50. Vanilla, chocolate or marzipan too! No matter the flavor your cake comes in, it can’t ever taste better than you!
51.Your birthday is the start of another year with more surprise and joy around every corner. Unless you take the corner too quickly…in that case you might just get cake in your face.
52. I hope you have only the best surprises on your birthday! I can’t tell you what any of them are, of course, because then they wouldn’t be surprises anymore.
53. Here is wishing you great happiness and a joy that never ends even once your birthday is behind you. Birthdays are highlights, but that doesn’t mean the celebration of your life should end tomorrow. Enjoy who you are everyday because the rest of us do!
54. Been thinking about you this day, and I can’t get you out of my mind. What day is it anyway? Wow! It’s your birthday–delight yourself in it!
55. As you celebrate your 40th birthday, enjoy the memories of yesterday and plan to make many more in the following years.
56. To someone who is forever young, have a great day. Forget about the wrinkles, age spots, gray hairs and other things that come along with aging. Instead, look to your heart and act the age you feel. You’ll always be a kid inside and nothing can stop you!
57.Life is hard, but birthdays are good because I got a chance to give you a hug!
58. Words are too few to wish you a good birthday. It is your special day. Make it the best!
59.I’m sorry I can’t be there for your birthday, but my thoughts are always with you. Happy birthday to the world’s most amazing friend!
60. Happy birthday to one of my most dear friends on the entire planet! Hope you have a day as wonderful as you!
61. Just remember that age is only a number, and you make your age look great! Have a happy and joyous birthday!
62. Don’t judge your age on how long you’ve lived, but instead, focus on what you’ve accomplished and what lies ahead of you. Happy Birthday!
Happy birthday messages for friends
63. I can always count on my best friend for a shoulder to lean on, so for your birthday, let’s get some drinks and celebrate. In return, I will be your shoulder to lean on at the end of the night.
64. Happy Birthday to the friend who has been there through it all. I don’t know where I would be without you. This is your special day, so let’s make it memorable!
65. Happy birthday to my best friend: the one who laughs at my jokes and cries with me during my heartaches. I love you, and will always be here for you.
66. Trouble is coming to the city, because it’s your birthday and we are going to celebrate a night on the town like there’s no tomorrow! Have a happy and fun-filled birthday, buddy!
67. I have been looking forward to your birthday just so I can drown you in gifts. Happy Birthday to the best friend a person could ever dream of having!
68.May the wind always be at your back, my friend! We will party on your birthday, because a friend like you deserves the best party you could ever want.
69. May all of your wishes come true this year. Happy Birthday to a wonderful person and friend! I hope many years of blessings follow you wherever you go!
70. Happy Birthday to the best person I know. Your integrity is to be admired, and your life is to be celebrated. Here’s to you, my friend!