Dr Kolade Owolabi is a lecturer in the Department of Mathematics at the Federal University of Technology, Akure. In 2022 he was named the best mathematics scientist in Nigeria by the Research.com ranking. In this interview with Peter Dada, he discusses the education sector in Nigeria and other issues.
When asked how he achieved the recent accolade, Dr Owolabi recalled that in 2021 he was recognized as the best researcher at FUTA. “I saw the award as encouragement,” he said, “because I was doing everything for myself, not competing with anyone.” He described his solitary work habits: he avoids parties, goes straight home after the office, does not watch television, and returns to his computer to work. Even when an idea strikes in the middle of the night, he wakes up to write it down.
He explained that most of his 2021 papers were linked to the University of the Free State in South Africa, which placed him fifth in the national ranking based on his one‑year post‑doctoral work there. After returning to Nigeria, he switched his affiliation to FUTA, and the current ranking reflects his work with that university. Dr Owolabi collaborates with scholars in South Africa, Turkey, the United States, Mexico, and elsewhere, although he emphasizes that “100 % of the work comes from me.” He likens a single tree to a forest, noting that collaboration with top researchers is essential for excellence.
According to Dr Owolabi, visibility on Google Scholar is crucial because it automatically registers new publications and their impact. He stresses that where researchers publish matters; many prefer journals that accept papers quickly, but he does not wait for acceptance before moving on to the next idea. He often works on a list of ten to fifteen projects, completing one before starting another. The impact of his work is measured by citations, which indicate how often others use his proposals. He noted that some researchers finish their careers with fewer than 200 citations because of poor publishing choices.
Dr Owolabi has authored over 150 publications, including two textbooks, one conference paper, and more than 150 papers in ISI‑indexed journals. He is selective about the journals he chooses, favoring subscription‑based publications over open‑access options. “To publish a single paper you have to pay $3,800,” he said, “so I prefer journals that ensure my work is seen worldwide and cited.” Access to his papers requires a subscription, and he does not receive direct payment for this. For his books, he receives a modest royalty—typically 0.5 % to 1 % of sales on platforms such as Amazon Germany—while a one‑time payment in euros covered the initial costs.
Addressing students’ fear of mathematics, Dr Owolabi advises them to view the subject as everyday arithmetic rather than an abstract science. He argues that mathematics is not inherently difficult; it requires interest, critical thinking, time, discipline, and dedication. To make the subject more attractive, he suggests teaching it through practical applications. For example, World Health Organization models predict disease spread and propose solutions, illustrating how mathematics can solve real problems. He advocates for teaching with simple, relatable examples rather than abstract theory.
When asked how mathematics can address Nigeria’s challenges, Dr Owolabi pointed out that the government has not given the field sufficient attention. In Nigeria, research often ends with publication, lacking industry partners to implement findings. In contrast, South African academics collaborate with companies that bring projects to universities, allowing scholars to apply their expertise. He noted that mathematicians develop models for engineering, fluid dynamics, epidemiology, ecology, and financial systems, and that many software packages used today are created by mathematicians, with computer scientists acting as end‑users. Consequently, every sector—from banks to schools—needs mathematicians, yet few students choose the discipline.
Finally, Dr Owolabi emphasized that solving Nigeria’s educational problems requires greater governmental commitment. Over the years, the national budget has allocated only about 2–2.5 % to education, much of which never reaches schools. He urges the government to increase funding, arguing that education is the foundation of development. By contrast, the United States allocates 25–30 % of its budget to education, reflecting a belief that investment in learning is essential for progress.
Comments are closed for this story.