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2 TABLE OF CONTENTS INTRODUCTION LETTER THE BEGINNING THE GAME PLAN YOUR CHECK LIST THE NCAA CLEARINGHOUSE P. 1 P. 2 3 P. 4 5 P. 6 P. 7 DIFFERENCES BETWEEN DIVISION I, II, III P. 8 NUMBERS GAME (The facts about competing in college athletics) NCAA SUMMARY OF RECRUITING RULES FOR EACH SPORT, BY DIVISION p P QUESTIONS TO ASK YOURSELF P SAMPLE RESUME P. 18 SAMPLE COVER LETTER P. 19 RECRUITING SERVICES P.20 ACKNOWLEDGMENTS P. 21
3 This packet has been created for your convenience to help guide you through an important time in your life. Continuing your academic and athletic career in college requires a tremendous amount of work. While The Planning Guide for the Student Athlete can assist you through the college recruiting & admission process, you are the generating force to assure that the necessary tasks get accomplished. The guidance counselors, coaches and teachers here at St. Ignatius College Prep are here to help. The success of this process also depends upon realistic evaluations of your ability, both in the classroom and in the sports arena. Please use this information to help further your athlete s opportunities beyond high school. There are many people to assist you along the way. Do not hesitate to ask for help. Sincerely, The SI Counseling Department 1
4 Each year thousands of student athletes and parents market themselves to college coaches. Some are very successful, some are not. It's not a difficult process if you have a road map and the basic resources to give your student athlete the best possible advantage. Regardless of the type of college sport, the process is the same - you have to get noticed to get recruited! The key to success is to remember that this process is not a sprint, it s a multi-year marathon and the journey starts with a common sense plan. Working the plan, as a Parent / Student team, spending a little time each month can open doors you never thought possible that lead you to a collegiate student-athlete experience of a lifetime. Can my Student Athlete compete at the college level? Let's be realistic. College sport positions and athletic scholarships aren't available to everyone. You should be aware that most student athletes will not be able to play Division 1 sports. There are too many athletes and only so many Division 1 schools. However, the vast majority of colleges or universities are not Division 1 schools and yet they have very competitive sports programs. You or your student athlete will have to meet some important conditions to get to the next level. There is a significant level of student athlete competitors seeking to fill college sports positions and potential scholarship offers. You may be a star athlete at your high school, but you will need to know how you match up with other high school star athletes around the country. You ll need to identify your academic and athletic abilities and what division level student athlete you are to target the right schools where you have the best chance of competing for an opportunity, receiving a scholarship or incentive package. Ask all of your coaches and others you know that will be honest and candid with you. Ask them what they think of your athletic abilities and at what division level they believe you could compete in. You may find that the truth hurts, or perhaps you ll be surprised to find that you have underestimated your abilities. This is a critical first step in the process. You may waste your time if you focus your efforts on colleges with the wrong athletic division and academic requirements. You want to make sure you are targeting the right academic schools in the right athletic talent division. To compete at the college level, coaches are looking for a student athlete who possesses the applicable sport specific tools such as strength, speed, hitting, hitting for power, fielding etc. After that they look at character and mental toughness that make up the will-to-win, attitude following failure, performance under pressure, respect for family and teammates. It is a vital part of the plan we develop for our student athletes to create and take advantage of opportunities where we can reveal the outstanding character developed at St. Ignatius. What do College Coaches expect? A very small percentage of high school student athletes receive college opportunities, scholarships or incentive packages because the coach happened to find him or her. Only the top elite athletes, the top 100 nationally receive enough media coverage and recognition that they are automatically recruited without having to make an effort. The other 99% have to take the initiative to contact the colleges and coaches where they have an interest. Most schools recruiting budgets are small, and coaches rely on you to contact them. College coaches are very busy, they don t have the time or budget to travel around the country to see you or your student athlete compete. Phone calls, s, cover letters, profile- resumes, stats, video and references become key tools for the coach in the recruiting and evaluating process. You might think that it s too self-promoting to make the initial contact with a coach and to market your student athlete. However, this is the norm. If you don t do it, other student athletes will get the opportunity, get noticed and get recruited because they and their parents will have made the effort and received the attention. These days, college coaches expect you to do this, it s an expected practice! 2
5 Coaches expect you to prepare academically. College Coaches expect that you understand that preparation academically is of primary importance to the recruiting process. This means preparing in the classroom as much as on the field. Failure to take care of your academic standing often means failure to achieve athletic goals. As an example, since Division III institutions do not offer athletic scholarships, academic performance is just as valued as athletic performance in the recruiting process. Understand this: Regardless of how talented your athletic abilities are, Your Grades will make the biggest difference in admissions and financial aid outcomes! Every college has academic Scholarships or grant money that is awarded students and student athletes who demonstrate academic achievement. High academic achievement means you will be accepted into more colleges, have greater college Choices. Your tuition costs will be much less each year you will be able to get noticed and stand out from the pack. College Coaches expect you to make the first contact with them. In most cases, if you re not interested in their institution they will not force themselves upon you. Here are a few common sense rules of engagement college coaches would expect of you: 1. Be an effective communicator. The student athlete (not the parents) should write or the coach when appropriate. The student athlete should always call the coach back when they call you. 2. Little things count. Be sure to review your letters and/or messages and spell their name and their school s name correctly. 3. Be honest. If you are interested in their program, great. Tell them. If not, say so. Don t waste their time or yours. 4. Provide your student athlete contact information. Make sure to note when you are available. Share your cell phone number and address. 5. Complete applications. Follow-up and send grades and teacher recommendations to the schools in which you have an interest. Get all the paperwork taken care of as early as possible. 6. Prepare your questions for them so when they call or when you visit you re prepared, and have something to talk about. This shows that you are interested. 7. Do your homework. Know about the athletic program, the coach s name, the division they re in, their current record, any program history etc. Keep in mind most coaches are working with limited budgets and very little time, staff and resources. You have to be persistent, prepared, and polite to get noticed at any division. If nothing else, every coach wants players who can enhance their program. Character is a key component of integrity. Show your character! What can you expect from your High School Coach? High school coaches are a great resource for college coaches. They re a valuable and powerful reference that college coaches will want to talk to about your student athlete. They are an excellent source for a positive student athlete recommendation letter. Work hard to keep your relationship with the coach a positive one. Do not get caught up in the parent - coach my athlete doesn t get enough playing time discussion - argument. If your student athlete is good enough, they ll get enough playing time. It's your responsibility to market your talents, get your name in front of college coaches and control your own college career! 3
6 The Game Plan CHECKLISTS Academic Checklist Athletic Checklist FRESHMAN/SOPHOMORE YEARS Establish a four year academic plan to meet all core course requirements. Take a strong academic course load. Maintain at least a 2.0 grade point average out of 4.0 in core courses. Talk with your coach about other opportunities to increase your exposure in your sport. Attend summer camps: 1. For exposure (select camps at colleges that you might want to attend). 2. To improve skills. 3. To compare your current skill with others. Videotape games. Keep records of your athletic achievements, extracurricular activities, etc. View college athletic web sites. Most have a simple questionnaire you may fill out and to the coach. Also view college athletic rosters to see number of athletes graduating, as well as potential trends in recruiting (area, high schools, leagues). JUNIOR YEAR Continue to take a strong academic course load. Make certain you are taking the required core academic courses. Register for and take the required standardized tests (i.e. SAT, ACT) in spring semester. Designate the NCAA to receive SAT & ACT scores when registering for test. NCAA Code is #9999 on SAT & ACT registration form. Attend college nights and fairs and read literature sent to you by schools. Begin to visit college campuses. Develop a list of prospective schools with the help of counselors and coaches. Consideration should be given to academic achievement and athletic ability. Request college applications as early as possible, preferably the summer after your junior year. Develop an athletic resume and continue to update records and lists of athletic and extracurricular activities. Familiarize yourself with the rules and regulations governing recruiting, eligibility and financial aid. Meet with your coach for a thorough evaluation of your athletic ability and, hopefully, you will receive a recommendation for an appropriate level of competition. Be realistic. Also, discuss with your coach his/her involvement in your recruitment process. Ask him/her to be proactive on your behalf by responding to questionnaires sent by recruiting coaches. 4
7 Send a letter of introduction and phone call along with your athletic resume; to coaches of schools you are interested in attending. Continue to attend sports camps. Keep a file on each college/university that shows an interest in you. Continue to videotape games. Send video (or preferably DVD) to prospective coaches at the end of the junior year. For spring sports, consider doing this earlier! View college games to assess their level of play and compare it to your level. SENIOR YEAR Continue to work hard in your academic courses. Submit NCAA Clearinghouse form in the fall of your senior year. Take and/or retake the standardized tests as needed. Check with your counselor for national testing dates. Obtain college applications. Meet with your counselor to review application materials. Write a personal statement. Complete Financial Aid forms early Profile form in the fall (only needed for select colleges), FAFSA as soon as possible, after January 1st (required for all colleges). Continue to visit the campuses of those schools in which you are interested. It is recommended that you either call or write for an appointment to meet with a coach, admissions officer, financial aid advisor and departmental chairperson. Apply to several colleges. Even if you are going to apply early decision to one college, there is never a guarantee of admittance. Continue to write, call or e mail coaches expressing interest in their school and athletic programs. Update your athletic resume. Be prompt in your response regarding college questionnaires or other similar requests. Students and parents must take the initiative and work on their own behalf. Please do not sit back and wait for someone to do it for you. Staying on top of all the information throughout the high school years makes it easier when the actual time comes to applying for college. 5
8 CHECKLIST College Name (w/ name of coach communicating with) Make your high school varsity team, and play Discussion w/coach & athletic advisor Profile/ Resume complete Introductory Letter/ & phone calls Letters of Recommendation (w/ application) Video tapes or DVD (ask them what they want) Follow-up Letter/ / phone call Application Sent College Coach Response Questionnaire (mail or on line) College Visit 6
9 NCAA Clearinghouse TO BE COMPLETED IN FALL OF SENIOR YEAR The National Collegiate Athletic Association (NCAA) governs three divisions of college athletics and requires that students interested in playing on either Division I or Division II teams file forms for certification of athletic eligibility. The form and the NCAA Guide for the College Bound Student Athlete, a publication that explains the rules and regulations that govern recruiting, eligibility, and financial aid, can be found at the NCAA website at Students who want to participate in Division I or Division II sports should start the certification process by September of their senior year. The procedure is as follows: If you wish to participate in Division I or Division II sports, you must submit your SAT scores directly to the Clearinghouse. The Clearinghouse code is You must fill out a Domestic Student Release Form (SRF) in September of your senior year. The form gives St. Ignatius College Prep and any other high school you may have attended, the authority to release your transcript, and eventually, proof of graduation. It also gives the Clearinghouse permission to release all academic and testing information to the colleges that request it. The preferred method of registering is online at: https://web1.ncaa.org/eligibilitycenter/student/index_student.html (Select Prospective Student Athletes and click on Domestic Student Release Form or Foreign Student Release Form) or by completing the student release form with which students must do the following: Fill out and make three copies. Mail one copy to NCAA Clearinghouse. Give two copies to Registrar who will, upon receipt, send it to NCAA Clearinghouse with transcript. IT IS THE STUDENT S RESPONSIBILITY TO COMPLETE THIS FORM. YOU CANNOT MAKE OFFICIAL VISTS (financed by the college) TO A COLLEGE CAMPUS, TRY OUT OR PRACTICE WITH A COLLEGE TEAM UNITL THIS PAPERWORK IS FILED WITH THE NCAA. 7
10 DIFFERENCES BETWEEN DIVISION I, II and III Division I Division I member institutions have to sponsor at least seven sports for men and seven for women (or six for men and eight for women) with two team sports for each gender. Each playing season has to be represented by each gender, as well. There are contest and participant minimums for each sport, as well as scheduling criteria. For sports other than football and basketball, Division I schools must play 100% of the minimum number of contests against Division I opponents anything over the minimum number of games has to be 50% Division I. Men s and women s basketball teams have to play all but two games against Division I teams. For men, they must play 1/3 of all their contests in the home arena. Schools that have football are classified as Division I-A or I-AA. Division I-A football schools are usually fairly elaborate programs. Division I-A teams have to meet minimum attendance requirements: 17,000 people in attendance per home game 20,000 average of all football games in the last four years, or 30,000 permanent seats in their stadium and average 17,000 per home game, or 20,000 average of all football games in the last four years, or Be in a member conference in which at least six conference members sponsor football or more than half of football schools meet attendance criteria. Division I-AA teams do not need to meet minimum attendance requirements. Division I schools must meet minimum financial aid awards for their athletic program, and there are maximum financial aid awards for each sport that a Division I school cannot exceed. Division II Division II institutions have to sponsor at least four sports for men and four for women, with two team sports for each gender, and playing season represented by each gender. There are contest and participant minimums for each sport, as well as scheduling criteria football and men s and women s basketball teams must play at least 50% of their games against Division II or Division I-A or Division I-AA opponents. For sports other than football or basketball there are no scheduling requirements. There are no attendance requirements for football, or arena game requirements for basketball. There are maximum financial aid awards for each sport that a Division II school must not exceed. Division II teams usually feature a number of local or in-state student athletes. Many Division II student-athletes pay for school through a combination of scholarship money, grants, student loans and employment earnings. Division II athletic programs are financed in the institution s budget like other academic departments on campus. Traditional rivalries with regional institutions dominate schedules of many Division II athletic programs. Division III Division III institutions have to sponsor at least five sports for men and five for women, with two team sports for each gender. There are few contest and participant minimums for each sport. Division III athletics features student-athletes who receive no financial aid related to their athletic ability and athletic departments are staffed and funded like any other department in the university. Division III athletic departments place special importance on the impact of athletics on the participants rather than on the spectators. The student-athlete s experience is of paramount concern. Division III athletics encourages participation by maximizing the number and variety of athletic opportunities available to students, placing primary emphasis on regional in-season and conference competition. 8
11 CONSIDER THIS There are 2,079 high schools in California There are 17,346 high schools in the United States There are 10,000,000 participants in high school athletics in America 2% of these participants are contacted by a college coach 3.5% of these participants actually participate in college sports (D I,II,or III) Less than half of 1% of athletes receive some form of aid Most high schools never have a full scholarship D I athlete 9
12 Estimated Probability of Competing in Athletics Beyond the High School Level in a Given Year for NCAA D I & II ( source: NCAA) Athlete Type Men's Basketball Women's Basketball Football Baseball Men's Soccer High School Student Athletes 546, ,929 1,071, , ,935 High School Senior Student Athletes 156, , , , ,553 NCAA Student Athletes 16,571 15,096 61,252 28,767 19,793 NCAA Freshman Roster Positions 4,735 4,313 17,501 8,219 5,655 NCAA Senior Student Athletes 3,682 3,355 13,612 6,393 4,398 NCAA Student Athletes Drafted % High School to NCAA 3.00% 3.30% 5.70% 6.10% 5.50% % NCAA to Professional 1.20% 1.00% 1.80% 9.40% 1.70% % High School to Professional 0.03% 0.02% 0.08% 0.45% 0.07% 10
13 NCAA Sport Sponsorship NUMBER OF TEAMS MEN'S NUMBER OF TEAMS WOMEN'S DIVISION I II III T I II III T Baseball Basketball Bowling Cross Country Fencing Field Hockey Football Golf Gymnastics Ice Hockey Lacrosse Rifle Rowing Skiing Soccer Softball Swimming Tennis Track, Indoor Track, Outdoor Volleyball Water Polo Wrestling
14 NCAA SCHOLARSHIPS BY SPORT The following table lists the allowable number of scholarships for NCAA divisions I and II, for both Men's and Women's athletics.this does not suggest that each college program offers the full amount of possible scholarships for each sport. That decision is governed by each school's sports budget and other factors. *** NCAA DIVISION I *** Sport Men's Women's Baseball Softball Basketball Track & Field Football 85 0 Golf Gymnastics Field Hockey 0 12 Ice Hockey Lacrosse Rowing 0 20 Soccer Swimming Diving Tennis Volleyball Water Polo Wrestling
16 Summary of recruiting rules for each sport Division I RECRUITING METHOD MEN S BASKETBALL WOMEN S BASKETBALL FOOTBALL OTHER SPORTS SOPHOMORE YEAR JUNIOR YEAR Recruiting materials Telephone calls You may receive brochures for camps and questionnaires. You may begin receiving recruiting materials June 15 after your h You may make calls to coach at your expense. College may accept collect calls from you at end of year. College coach cannot call you. You may receive brochures for camps and questionnaires. You may make calls to coach at your expense only. College coach cannot call you. You may receive brochures for camps and questionnaires. You may make calls to coach at your expense only. College coach cannot call you. You may receive brochures for camps and questionnaires. You may make calls to coach at your expense only. College coach cannot call you. Ice Hockey if you are an international prospect, a college coach may call you once in July after sophomore year. Off campus contact None allowed. None allowed. None allowed. None allowed. Official visit None allowed. None allowed. None allowed. None allowed. Unofficial visit number of number of number of number of RECRUITING METHOD MEN S BASKETBALL WOMEN S BASKETBALL FOOTBALL OTHER SPORTS Recruiting materials Allowed. You may begin receiving September Telephone calls College coaches may call you You may make calls to the coach at your expense. Once per month beginning June 15, before your junior year, through July of ju io yea You may make calls to the coach at your expense. Once per month in April, May and June Once between June 21 and June 30 after your junior year. Three times in July ft j i You may begin receiving September 1 of ju io yea You may make calls to the coach at your expense. Once during May of your junior year. You may begin receiving September 1 of ju io yea You may make calls to the coach at your expense. Once per week starting July 1 after your junior year. Off campus contact None allowed. None allowed. None allowed. Allowed starting July 1 after your junior year. For gymnastics allowed after July 15 after your junior year. Official visit None allowed. None allowed. None allowed. None allowed. Unofficial visit number of number of number of number of COLLEGE BOUND STUDENT ATHLETE 29
17 RECRUITING METHOD MEN S BASKETBALL WOMEN S BASKETBALL FOOTBALL OTHER SPORTS SENIOR YEAR Recruiting materials Allowed. Allowed. Allowed. Allowed. Telephone calls College coaches may call you Off campus contact Official visit Unofficial visit Evaluation and contacts How often can a coach see me or talk to me off the college s campus? You may make calls to the coach at your expense. Twice per week beginning August 1. Allowed beginning September 9. Allowed beginning opening day of classes your senior year. You are limited to one official visit per college up to a maximum of five official visits to Divisions I and II colleges. number of Up to seven times during your senior year. A college coach may contact you or your parents/legal guardians not more than three times during your senior year. Summary of recruiting rules Divisions II and III You may make calls to the coach at your expense. Once per week beginning August 1. Allowed beginning September 16. Allowed beginning opening day of classes your senior year. You are limited to one official visit per college up to a maximum of five official visits to Divisions I and II colleges. number of Up to five times during your senior yea A college coach may contact you or your parents/legal guardians not more than three times during your senior year. You may make calls to the coach at your expense. Once per week beginning September 1. Allowed beginning November 27. Allowed beginning opening day of classes your senior year. You are limited to one official visit per college up to a maximum of five official visits to Divisions I and II colleges. number of Up to six times during your senior year. A college coach may contact you or your parents/legal guardians (including evaluating you off the college s campus), six times. One evaluation during September, October d N b You may make calls to the coach at your expense. Once per week. Allowed. Allowed beginning opening day of classes your senior year. You are limited to one official visit per college up to a maximum of five official visits to Divisions I and II colleges. number of Up to seven times during your senior year. A college coach may contact you or your parents/legal guardians not more than three times during your senior year. DIVISION II DIVISION III Recruiting materials Telephone calls Off campus contact Unofficial visits Official visits A coach may begin sending you printed recruiting materials Sepember 1 of your junior year in high school. A college coach may call you once per week beginning June 15 between your junior and senior year. You may make calls to the coach at your expense. A college coach can have contact with you or your parents/legal guardians off the college s campus beginning June 15 after your junior year. A college coach is limited to three inperson contacts off campus. number of unofficial visits any time. You may make official visits starting the opening day of classes your senior year. You may make only one official visit per college and up to a maximum of five official visits to Divisions I and II colleges. You may receive printed materials anytime. No limit on number of calls or when they can be made by the college coach. You may make calls to the coach at your expense. A college coach may begin to have contact with you and your parents/legal guardians off the college s campus after your junior year. number of unofficial visits any time. You may make official visits starting the opening day of classes your senior year. You may make only one official visit per college. 30 COLLEGE BOUND STUDENT ATHLETE
18 Questions to Ask Yourself and/or Coaches Athletics 1. What positions will I play on your team? It is not always obvious. Most coaches want to be flexible, so you might not receive a definite answer. 2. What other players may be competing at the same position? The response could give you an idea of when you can expect to be a starter. 3. Will I be redshirted my first year? The school s policy on redshirting may impact you both athletically and academically. 4. What expectations do you have for training and conditioning? This will reveal the institution s commitment to training and conditioning program. 5. How would you best describe your coaching style? Every coach has a particular style that involves different motivational techniques and discipline. You need to know if a coach s teaching style matches your learning style. 6. When does the head coach s contract end? How long does the coach intend to stay? The answer could be helpful. Do not make any assumptions about how long a coach will be at a school. If the coach leaves, does this change your mind about the school/program? 7. What are preferred, invited and uninvited walk on situations? How many do you expect to compete? How many earn a scholarship? Situations vary from school to school. 8. Who else are you recruiting for my position? Coaches may consider other student athletes for every position. 9. Is medical insurance required for my participation? Is it provided by the college? You may be required to provide proof of insurance. 10. If I am seriously injured while competing, who is responsible for my medical expenses? Different colleges have different policies. 11. What happens if I want to transfer to another school? You may not transfer without the permission of your current school s athletic administration. Ask how often coaches grant this privilege and ask for an example of a situation in which permission was not granted. 12. What other factors should I consider when choosing a college? Be realistic about your athletic ability and the type of athletic experience you would enjoy. Some student athletes want to be part of a particular athletics program, even if that means little or no playing time. Other considerations include coaching staff and style. Of course, the ideal is to choose a college or university that will provide you with both the educational and athletics opportunities you want. Academics 1. How good is the department in my major? How many students are in the department? What credentials do faculty members hold? What are graduates of the program doing after school? 2. What percentage of players on scholarship graduate? The response will suggest the school s commitment to academics. You might want to ask two follow up questions: 1) What percentage of incoming students eventually graduate? 2) What is the current team s grade point average? 3. What academic support programs are available to student athletes? Look for a college that will help you become a better student. 4. If I have a diagnosed and documented disability, what kind of academic services are available? Special academic services may help you achieve your academic goals. 16
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Kyle Anderson
I sound like a female 100%. I can change my voice from high to low!
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North American
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Veteran and popular talk radio journalist and the host of Splash FM's flagship programmes such as Voices, Bull's Eye and Economic Searchlight, Edmund Obilo is out with another piece about the state of the nation.
Nigeria, An Irresponsible State by Edmund Obilo
There are threats testing the rigidity of the Nigerian state. Arising from this is the plot to economically incapacitate the state and drive it to the edge of desperation by those who govern. One does not have to look too far to identify their non-state replica in the exploitation of the fragile peace that defines Nigeria's temperamental sectional interests.
There is Boko Haram in the North-East, there is the ashes of the Movement of the Emancipation of the Niger Delta (MEND) in the South-South and the combination of the Movement for the Actualization of the Sovereign State of Biafra (MASSOB) and the Indigenous People of Biafra (IPOB) in the South-East. There are the marauding herdsmen and other violent groups wreaking havoc round the country.
Boko Haram succeeded in making a section of Nigeria a convergence of misery and death, stretching the country's defense system in the process. From Guerilla initiatives, the terrorist group employed conventional military tactics against the Nigerian state, on occasions invading fortified defense structures.
The exploit of group exposed the frailties of Nigeria's defense forces. It put in better perspective the disguise of Nigerian politics as a means to state development. The disguise shows itself in the scandal surrounding the disbursement of billions of dollars to political cronies for purposes outside what they were originally meant for. By this singular action, the Nigerian State portrayed itself as an evil bird disturbing the peace of the night and drowning the dreams of the people in a sea of blood.
It is only an irresponsible state that will play politics at the detriment of the people's sustainable future. This game of hate and deceit as exhibited by the state, has become the ghost of men, women and children cut down by the hail of bullets from the smoking guns of the killers in Nigeria. This is state failure. It exposes the utter disregard of the fundamental role of the state, which is the protection of lives and property.
Here lies Nigeria's security dilemma;
When politics is played to challenge and debase the meaning of "goodness of the people", it produces a chain reaction of events that result in violent opposition to the authority of the state. Groups will emerge to propagate their local identities, economic and political interests thus pushing the state to the edge. Some will become territorial and instigate those within their domains to work against the state. By this, a mole-state within a state is born.
An irresponsible state at this point begins to threaten severe consequences on the ground of national security, unleashing its military infrastructure aggressively, without really re-working the fundamental question of its politics of exclusion.
By reason of the wealth the state controls and its external influence, it is able to suppress such uprisings, but they rise again in other forms. There was the Nigerian civil war, called a genocidal war by the Easterners. The leader of the group Ojukwu employed brilliance and ethnic rhetoric in the best of words, appealing to the emotion of his people in a war against the state. The reason for the bitterness of Ndigbo is defined on the ground of ethnicity and crime against humanity. Easterners were massacred in the North. That's was the narrative that shook the foundation of the Nigerian state. What would have been if the narrative was about Nigerians killed in the North by Nigerians?
Once the issue became Hausa/Fulani killing Igbos, the dimension of the quarrel was bound to test the elastic limit of the state. The civil war cannot clearly explain the origin of an irresponsible state. There were signs ignored for political reasons;
There was the Kano riot of 1953 that took an ethnic path.
There were the census crises of the early 1960s.
There was the 1964 federal election crises.
There was the 1965 election crises in the western region, which eventually led to the 1966 coup executed by mostly Igbo officers.
The mentioned crises and more were political creations to hijack the Nigerian state. They were not the initiatives of the people, but events promoted by the elite members of the political class to preserve or expand their political gains. On this ground, a factor that helps to produce an irresponsible state as represented by Nigeria is the unhealthy competition for power by the leadership class.
In the context of Africa, throwing ethic and religious jibes is the norm in the quest for power. No wonder the continent remains the putrid marshland of ethnic conflicts. The Rwandan Genocide is fresh in our memories. Ethnicity executed through dismal governance is the bane of development in Sudan, Mali, Central African Republic and many African countries.
The ethnic card played by Nigeria's foremost leaders, laid the foundation for the irresponsibility of the Nigerian state.
An irresponsible state is one that cannot improve its education system. It destroys it instead.
A state is responsible when it pays the loyalty of its citizens with poverty and unemployment. An irresponsible state does not take as urgent the health of its people. It does not care if the hospitals are operational, not to talk of operating at optimum level. The highways of an irresponsible state are death traps. The leaders of an irresponsible state are mostly criminals who specialize in the massive stealing of state resources.
There is no justice in an irresponsible state. The poor is meant to pay for the crime he did not commit and when he commits the crime he is brutally punished unlike his rich counterpart who perverts the course of justice. An irresponsible state rapes its people and create theatres of conflict as seen in the Niger Delta.
In an irresponsible state, you find characters who ignore the sensibilities of others to prove a point. These ones become gladiators not fighting bulls or wild animals but planted to dismantle the fragile unity of the state. State irresponsibility breeds emperors in leaders. When leaders supposedly elected by the people act like emperors, they recreate themselves in the war- like characters scattered within it. This is one of the reasons "Tompolo" has become bigger than the state.
As the political leadership intensifies its 'emperor-ness', the 'heroes' of the creek and the Bin Ladens of Sambisa, will attempt to expand their 'hero-ness'. The competition for resources to maintain the legitimate and illegitimate empires will eventually lead to the escalation of the smoking situation. It is not whether the government fortifies the military or not. In an irresponsible state, fortifying the military is fortifying the divides in the struggle to strangulate the state.
Let's hope it will not continue to pretend to spend heavily on education, health, agriculture, electricity and national security until it finally collapses.
The solution to irresponsibility is responsibility.
Credit: Edmund Obilo
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Joint mortgage and separation(9 Posts)
Also, would i legally be able to ask ex to pay all the mortgage given that it is joint? What happens if she refuses to pay?
We are not married, so my understanding is that she does not have any other claims against me apart from maintenance (which is not an issue).
Would the same apply re court order "until further notice" given that we are not married?
Message withdrawn at poster's request.
Normally, if this were a court order within divorce, the order would specify that the property would be in trust until the youngest child finishes secondary education etc etc or until further order.
This would allow the one excluded from the house the opportunity to apply back to court for an earlier sale if circumstances change, eg she comes in to some money, or moves a partner in.
Moving a partner in doesn't necessarily mean the house would be sold. What if he's unemployed?
Thanks toosoppy.
I definitely intend to obtain a signed legal agreement specifying how much we will each receive, when etc. Ex has previously indicated that she would be willing to sign up to a 50/50 split of the current equity and that I would be paid this either when daughter reaches 18 or if she re-marries before then.
She said that she wouldn't sign any agreement stating that i would be paid my equity upon someone else moving in, as this would stop her moving on apparently. However, I would want this in the agreement so could be an issue.
Not sure what would happen if we could not agree on this point - guess I would have to back down?
We are still trying to find a mortgage provider willing to lend ex enough to release me from the mortgage, even if i do not receive any equity until a later date. Not hopeful though.
i think it would be advisable to get some sort of agreement drawn up - which states that she takes on the mortgage etc and that house will be sold in x number of years and at what % each of you are then are due then.
I think you also need to think about what happens if she meets someone else and he moves into this house? What happens then? he lives rent free while you cannot afford to buy a house?
Its great that you are amicable and i wouldn't suggest you spoil that but its in both your interests in my view if you can get some agreements in writing so there is no scope for ambiguity later.
I'm not a lawyer but in my experience (with friends and family) when money starts being mentioned things have a tendency to cause arguments........
Thanks for your reply, which confirms my thoughts really.
Things are amicable between us and i want them to stay that way for our daughter's sake, so not interested in trying to force a sale.
Looks like the best I can hope for is for ex to pay all mortgage until daughter leaves school, then for house to be sold. I wouldn't be able to buy a house, but at least i would be able to afford the rent on my own place.
You may be stuck with that. She can ask the court to postpone the sale of the house while it's still needed as a home for your child. If she can prove she can't rehouse the child anywhere suitable if she sells and takes half the equity, but she can still afford to pay the existing mortgage on her own, you'll be stuck with it until your daughter leaves school. Look at the numerous threads in "legal" about Schedule 1 of the Children Act.
I don't know why you're not getting her to pay the mortgage now TBH.
Have joint property and mortgage with ex partner. Never married, and have 8 year old - she also has 14 and 12 year olds from previous marriage.
House and mortgage is in joint names, approx value £155k and £95k mortgage owing. I have always paid all mortgage, and still do even though i moved out a while ago.
Currently living with parents as cannot afford half of existing mortgage plus maintenance plus rent on own place. I would like to sell property to release my equity but ex doesn't want to because of children, and because she wouldn't be able to buy anywhere else as could not get mortgage.
She would like to have mortgage and property in her own name which would suit me, but she cannot get a mortgage in her own name as her earnings are only £11,000 - she also gets about £13k from child benefit/tax credits, and £3,600 maintenance but cannot find a mortgage company willing to lend to her based on this.
I have told her that i would accept £20k now instead of my 50% share of the equity (£30k), but in reality i would agree to wait until daughter reaches 18 before she needs to pay me any equity provided that she gets a mortgage in her own name.
Ex has said that if she cannot get mortgage in her own name, she will pay all mortgage until daughter is 18 which would enable me to rent my own place. However, i would rather buy but cannot whilst i am named on the mortgage.
Any advice would be appreciated.
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