The reward for academic brilliance should be financial and properly channelled

The reward system in various settings is a recognition of outstanding performance in relation to peers, such that the awardee either receives intangible or intangible gifts as a form of appreciation and an encouragement to maintain the standard or work harder.

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While I was in elementary school, I had the opportunity to be among the top candidates in the national common entrance examination, where I was the first runner-up. That was the closest I got to being outstanding, but alas, I received no gifts or recognition for that performance. Would I have felt happier or appreciated if I got rewarded, especially with cash? Just maybe, but, as a child, that was the least of my concerns. Just about two Sundays ago, after the whole unified tertiary matriculation examination (UTME), formerly known as the Joint Admissions and Matriculation Board (JAMB), results were released and a whopping 1.4 million candidates reportedly failed or got below the 200 cut-off mark out of the 1.8 million candidates that sat for the examination, different schools began to highlight their students who performed excellently, and an example is Eucharist High School here in Ilorin, which revealed thirty students for scoring above 300. The governor of the state paid a courtesy visit to the school to appreciate and encourage the students and the school at large. My church, which owns a high school, Chapel Secondary School, equally made a show of their students who did excellently well, but in addition, they handed white envelopes to five of the candidates during the church service, even though a good number of them scored above 300 in the examination.

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Academic brilliance is appreciated at every level or ladder of academics, and tertiary institutions are not exempt. In medical school, the distinction students were recognized and also given cash rewards of averagely ₦50, 000 in each course (even though we heard some payments were never made and only announced as a show-off). At some point, we got tired of calculating how much some students deserved for being the top or outstanding students.

Basically, all gifts are secured by money. The only difference I see between giving gifts and giving money is the relevance or importance ascribed to either the gift or the money. If money is going to be given as a reward to an individual for an excellent performance, such an amount would need to be significant to bear relevance. But gifts have a way of masking their financial worth, especially when wrapped or covered.

The value of gifts or money does not end with the recipient, especially when such is a minor. I am in a country and society where the value of money continues to depreciate, and getting gifts could be lasting, but I believe there is a better alternative.

Knowing that the majority of beneficiaries are minors, it is only prudent to receive their rewards in monetary terms, which can then be channeled into investments, hangouts, or something the child can be proud of later in life, which can be overseen by parents or caregivers.

Money, when given as rewards for academic brilliance, has a chance of being used for items not originally designated. However, with a cooperative or disciplined caregiver, such money can be put to the right use or deposited in a fixed account. Gifts given to brilliant students are likely to get abandoned or unused. It is good wisdom to let the brilliant child enjoy his rewards, which can be used to prepare his special delicacy or a token given him that would give him a sense of achievement.

Thank you for reading. I would love to have your comments and contributions.