For generations of Nigerian and West African students who prepared for the West African School Certificate Examination (WASCE) and the General Certificate of Education (GCE) examinations from the late 1960s through the 1970s and beyond, the name Dr Olayiwola Adejare Lawal, popularly known as O.A. Lawal, may evoke memories of a familiar Economics textbook that transformed the way they understood the subject.
His books were more than examination preparation materials. For many learners, they offered a pathway into a subject that might otherwise have appeared complicated, unfamiliar or difficult to understand. Through clear explanations and an accessible approach to economic concepts, Lawal helped bring Economics closer to students preparing for crucial examinations that could shape their academic and professional futures.
Among his notable works were O-Level Economics of West Africa, published by Onibonoje Press in 1969/1971, and an A-Level Economics textbook designed to support students at a more advanced stage of their studies. These publications became part of the educational experience of students seeking to understand economic principles, prepare for examinations and improve their academic performance.
Yet, beyond the titles of his books and their place in the history of Economics education, there is a particularly compelling story about the power of educational writing: the experience of a student who was not studying Economics in the classroom but picked up Lawal’s textbook out of curiosity, became fascinated by its contents and eventually earned an A3 in the subject at the 1979 GCE O-Level examination.
It is a story that captures the extraordinary influence a well-written textbook can have on a learner. It also offers a reminder to contemporary educators, textbook authors, curriculum developers and publishers that learning materials can do far more than communicate information. At their best, they can awaken curiosity, build confidence and inspire students to attempt what they might never have considered possible.
The Student Who Discovered Economics Outside the Classroom
The story began in the 1970s at Comprehensive High School, Aiyetoro, Ogun State, where a student enrolled in the Electronics Section of the Technical Class was pursuing an academic path that had little to do with Economics.
The student’s subject combination reflected the technical direction of his education. Basic Electronics, Applied Electricity, Auto Electricity and Technical Drawing formed part of his studies, alongside Physics, Chemistry, Mathematics, Additional Mathematics, Geography, English Language and English Literature.
Economics was nowhere on the list.
Under ordinary circumstances, there might have been little reason for a student following such a demanding technical programme to devote time to a subject outside his formal curriculum. The priorities were clear: master the technical subjects, prepare for examinations and build the knowledge required for a future in a technical field.
But sometimes, the most memorable educational experiences begin with something as simple as picking up a book.
In early 1979, the student came across Dr O.A. Lawal’s O-Level Economics of West Africa. Economics was not a subject he had been taught in class, and he had not enrolled in it as part of his school programme. Nevertheless, curiosity led him to open the book and begin reading.
What followed was an unexpected intellectual adventure.
Rather than finding the subject intimidating, he discovered that he could follow the explanations, understand the ideas and enjoy the process of learning. The textbook presented Economics in a way that held his attention, making the experience feel less like the laborious study of an unfamiliar academic subject and more like reading an interesting novel.
That discovery changed everything.
The student began to see Economics not as a subject reserved for those formally enrolled in the discipline but as a field of knowledge he could explore independently. The experience challenged the assumption that effective learning must always begin with classroom instruction, a teacher standing before a board or a timetable assigning hours to a particular subject.
In this instance, a textbook had become the teacher.
The encounter was also a demonstration of how the quality of educational materials can influence a student’s willingness to learn. When explanations are clear, ideas are presented logically and a writer understands the learner’s perspective, a difficult subject can become an invitation rather than an obstacle.
For this student, Lawal’s book did not merely explain Economics. It made him want to pursue the subject further.
An Unexpected Decision: Adding Economics to the 1979 GCE Examination
The real test of that newfound interest came when the student decided to take a step that might have appeared unusual to those around him.
He resolved to register for Economics in the 1979 GCE O-Level examination, despite not having studied it as a formal school subject.
Think about the decision for a moment. He was already handling a substantial combination of technical, scientific, mathematical and language subjects. Economics was outside his established academic programme, and he had no conventional classroom preparation in the subject.
Nevertheless, the confidence he had gained from reading Lawal’s textbook persuaded him to give it a try.
It was an act of academic courage, but also an expression of intellectual independence. Instead of allowing his prescribed subject combination to determine the limits of what he could learn, he followed his curiosity and committed himself to testing his understanding through a recognised external examination.
His decision, however, did not go entirely unquestioned at home.
His father was initially sceptical when he discovered that Economics had been included among the subjects for which his son had registered. The concern was understandable: how could a student reasonably expect to perform well in a subject he had not formally studied in school?
It was a question many parents and teachers might have asked. Examinations demand more than enthusiasm, and independent reading can appear uncertain when compared with a structured classroom programme.
But the young student had found something that worked for him. He had discovered a textbook that made the subject comprehensible, and he was prepared to put that understanding to the test.
Then came the result.
He earned an A3 in Economics at the 1979 GCE O-Level examination.
The achievement was remarkable in the context of his experience. A student whose formal education was concentrated in technical subjects had independently explored Economics, developed sufficient understanding to sit the examination and emerged with an A3.
The result also changed the atmosphere at home. The initial scepticism gave way to pride as his father saw that the seemingly unconventional decision had produced an impressive outcome.
What had begun as casual reading had become an academic achievement worth remembering.
It is the sort of story that deserves to be told not simply because of the examination grade but because of what it reveals about the relationship between good teaching materials and independent learning.
The textbook had helped turn curiosity into commitment, commitment into preparation and preparation into a result.
The Power of a Book That Knows How to Teach
In today’s educational environment, where students have access to digital libraries, online tutorials, educational videos, artificial intelligence tools and countless learning platforms, it is easy to underestimate the influence of a well-written textbook.
Yet the experience associated with Lawal’s O-Level Economics of West Africa demonstrates why the fundamental principles of good educational writing remain relevant.
A textbook succeeds not merely because it contains correct information or covers the topics prescribed by an examination board. It must also help readers understand that information, connect ideas and develop the confidence to apply what they have learned.
For a student encountering Economics without the benefit of formal classroom instruction, accessibility was especially important. The ability to follow an explanation, grasp an unfamiliar concept and remain interested long enough to continue reading could make the difference between abandoning the subject and pursuing it seriously.
This is where the story becomes particularly significant for Nigerian education.
Students do not all learn in the same way, and not every learner has equal access to individual tutoring, well-equipped libraries or specialised teaching support. Books that explain difficult subjects clearly can therefore serve as valuable companions to classroom instruction and, in some circumstances, provide a starting point for learners who wish to study independently.
A carefully written textbook can allow a student to revisit an explanation at their own pace, spend additional time on difficult concepts and develop an understanding that grows with repeated reading. Unlike a classroom lesson that moves according to a timetable, a book remains available whenever the learner is ready to return to it.
The story of the 1979 Economics candidate illustrates this possibility in a particularly memorable way.
It also offers an important lesson to textbook authors. The ultimate test of educational writing is not simply how much information a book contains but how effectively it enables its readers to learn.
Lawal’s work clearly made a lasting impression on the student whose experience is recounted here. Decades later, that encounter remained memorable enough to be shared as a tribute to the author and his contribution to learning.
That enduring memory is itself a meaningful measure of educational influence.
From Economics Education to Public Service
Dr O.A. Lawal’s professional contribution extended beyond writing textbooks and supporting students through his academic work. He also served in public office in the old Oyo State during Nigeria’s military era.
According to the account of his career, Lawal was appointed Commissioner for Works, Land and Housing under Colonel Oladayo Popoola, who served as Military Administrator of Oyo State during General Muhammadu Buhari’s military government.
The appointment placed him in a public administrative role beyond the immediate environment of teaching and educational publishing. His experience illustrates the range of responsibilities through which individuals with academic and professional backgrounds can contribute to public life.
The political transition that followed brought changes to the state administration. After General Ibrahim Babangida assumed power in August 1985, Colonel Adetunji Olurin became the new Military Administrator of Oyo State. Lawal was subsequently reappointed as a commissioner and continued serving in the state government.
His experience in public administration forms another dimension of his professional story. While his Economics textbooks are remembered for their educational influence, his service in government reflects a career that also intersected with the administrative responsibilities of the state.
In 1986, Lawal returned to his teaching position at The Polytechnic, Ibadan, resuming his work in education.
His return to the institution is a fitting point in the story of an academic whose contributions connected the classroom, educational publishing and public service.
The different stages of his career also invite a broader reflection on the place of educators in national development. Teaching and research equip scholars with knowledge and analytical skills that can be valuable in government, institutional leadership and public administration. When such expertise is applied responsibly, its benefits can extend beyond individual students to the wider society.
Lawal’s career, as recounted, offers an example of this movement between professional education and public responsibility.
Why Dr O.A. Lawal’s Story Still Matters to Nigerian Education
The story of Dr Olayiwola Adejare Lawal deserves attention at a time when discussions about educational quality frequently focus on examination performance, school infrastructure, curriculum reform, teacher shortages, technology and the cost of learning materials.
These issues are important, but the human dimension of education must not be overlooked.
Behind every successful learning experience is often a combination of effective teaching, personal determination and access to materials that make understanding possible. In some cases, a teacher inspires a student to pursue a particular discipline. In others, a mentor provides the encouragement required to overcome a difficult academic challenge.
And sometimes, a book performs that role.
The experience of the student who independently prepared for Economics in 1979 demonstrates how educational materials can influence decisions and outcomes beyond the boundaries of the classroom. It shows that the impact of an author may reach people whose names the author will never know and whose achievements may occur years after a book is published.
For textbook writers, this is a powerful reminder that their work can become part of a learner’s personal history. A publication may be purchased for an examination, but the knowledge it provides can influence a student’s interests, confidence and approach to learning long after the examination has ended.
For teachers, the story reinforces the importance of encouraging intellectual curiosity. Students should be helped to recognise that education is not merely the completion of prescribed subjects or the accumulation of grades. It is also the development of a lasting desire to ask questions, explore unfamiliar ideas and acquire knowledge independently.
For parents, the experience offers a reminder that unconventional academic interests should not always be dismissed simply because they fall outside a child’s immediate area of study. A student’s curiosity may reveal abilities and interests that deserve encouragement, even when the outcome is uncertain.
For policymakers and publishers, the lesson is equally important. The development of accessible, accurate and engaging learning materials should remain a priority, particularly in educational environments where students need additional support to master demanding subjects.
Nigeria’s educational history contains many stories of teachers, authors and scholars whose contributions have shaped generations of learners. Preserving these stories helps ensure that the work of earlier educators does not disappear from public memory as new technologies and teaching methods emerge.
Beyond the Examination Grade: A Legacy of Inspiration
Ultimately, the most memorable part of this story is not the A3 alone, impressive as the achievement was. It is the sequence of events that produced it.
A student enrolled in a technical programme encountered a subject he had not been taught in class. A textbook captured his interest. Curiosity developed into serious independent study. Independent study encouraged him to register for an external examination. And the examination produced a result that surprised his initially sceptical father and remained a source of pride.
At the centre of that journey was a book written by Dr O.A. Lawal.
The experience provides a compelling example of how educational influence can travel across time and space. An author writes a book, a publisher makes it available, a student discovers it and a new possibility emerges. The author may never witness the full outcome, but the work continues to perform its educational function.
This is one of the enduring values of scholarship and educational publishing: the knowledge shared today may become the foundation for an achievement that nobody anticipated when the work was first produced.
Dr Lawal’s contribution to Economics education therefore deserves to be remembered not only through the titles of his publications but also through the experiences of the students who found value in them.
His story is particularly relevant to a new generation of Nigerian learners navigating an increasingly competitive educational environment. It reminds them that curiosity is an asset, independent learning is a valuable skill and a student’s present subject combination need not define the full extent of their intellectual possibilities.
It also reminds educators and authors that their influence may be far greater than the immediate results they can observe.
A textbook may appear to be a collection of printed pages. In the hands of the right reader, however, it can become a teacher, a source of confidence and a bridge to an achievement that once seemed unlikely.
Celebrating an Educator Whose Work Made a Difference
Dr Olayiwola Adejare Lawal stands out in this account as an Economics author and educator whose work made a lasting impression on at least one student who encountered his textbook outside the conventional classroom.
His publications, including O-Level Economics of West Africa, formed part of the learning resources available to students preparing for examinations in Nigeria and the wider West African educational environment. His professional journey also extended into public administration before he returned to teaching at The Polytechnic, Ibadan, in 1986.
These aspects of his career deserve to be preserved as part of the broader history of education in Nigeria.
More importantly, the personal account of the student who earned an A3 in the 1979 GCE O-Level Economics examination after studying Lawal’s textbook independently offers a human story through which his educational influence can be understood.
It is a story about curiosity, determination, a parent’s eventual pride and the extraordinary possibilities that emerge when knowledge is communicated effectively.
As Nigeria continues to debate how to improve learning outcomes, strengthen teaching and prepare young people for a changing world, the contributions of educators and authors from earlier generations remain worth examining. Their experiences can offer valuable lessons about the importance of clarity, accessibility, intellectual independence and the lasting value of well-developed learning resources.
Dr O.A. Lawal’s story is a reminder that the legacy of an educator cannot be measured solely by the number of books published, the institutions served or the offices held. It must also be understood through the lives touched, the confidence awakened and the possibilities opened for those who encountered the educator’s work.
Sometimes, the most powerful tribute to a teacher is the story of a student who discovered that something once considered beyond reach was, after all, achievable.
For the student who opened O-Level Economics of West Africa in early 1979, that discovery culminated in an A3 in Economics.
For those who value the history of education, it offers a compelling reason to remember the author behind the book.
May Dr Olayiwola Adejare Lawal’s contribution to Economics education continue to receive recognition, and may his example inspire contemporary Nigerian educators, textbook authors and publishers to produce learning materials that do more than prepare students for examinations materials that inspire them to discover their abilities, pursue knowledge independently and achieve more than they ever imagined possible.
