A decade ago, a bold vision unfolded in the heart of Ibadan—a vision to raise a new generation of learners equipped with academic rigor, character, and global awareness.
That vision took root in 2015 with the birth of Global Heights Schools, an institution that has since grown into a beacon of quality education in Oyo State.
This year, Global Heights Schools proudly marks its 10th anniversary, celebrating ten years of nurturing minds, building futures, and shaping leaders. What began as a transition from the well-loved Springfield Primary School has matured into a thriving academic community known for its commitment to excellence and holistic education.
Under the steady leadership of Omotunde Amoda, a veteran school administrator whose name has become synonymous with integrity and innovation in the education sector, Global Heights has stayed true to its founding ideals.
“Ten years ago, we set out to create a space where children would not just pass through school, but truly grow—academically, emotionally, and morally,” she reflected. “Looking back, I am proud of how far we’ve come and more excited about where we are going.”
Over the years, the school has made significant strides. Its students, now sitting for national examinations such as WAEC, have continued to excel—recording consistently outstanding results that reflect the quality of teaching and the strength of its academic foundation. Graduates from the school have gone on to secure placements in reputable tertiary institutions across Nigeria and beyond, a testament to the thorough preparation and values instilled during their time at Global Heights.
Beyond academics, the school has invested heavily in infrastructure and innovation. New classroom blocks, upgraded science laboratories, a modern ICT center, and a rich library now grace the school’s growing campus. These spaces support hands-on learning and ensure that students are not just memorizing facts, but engaging with ideas, solving problems, and preparing for a fast-evolving world.
Culturally, Global Heights has maintained its identity as a values-driven institution. The school’s annual events—Cultural Day, Leadership Summits, Career Talks, and Inter-House Sports Competitions—have become signature programs that showcase student talent, build community spirit, and develop leadership potential. Clubs and societies ranging from debate and press to coding and enterprise continue to give students avenues for creative expression and skill development.
Another defining strength of the school lies in its teaching faculty. Over the past decade, Global Heights has built a team of dedicated and passionate educators, many of whom have been with the school since its formative years.
Through regular training and mentoring, they continue to deliver student-centered instruction while staying current with modern educational practices.
Parental partnership has also played a key role in the school’s success story. An active Parents-Teachers Forum has helped create a strong support system for students and staff alike, fostering transparency, collaboration, and shared responsibility in the education process.
As the school community comes together to celebrate this important milestone, there is a sense of gratitude—for the journey, the growth, and the impact made so far. But there is also a renewed sense of purpose. Global Heights is not resting on its achievements. Plans are already in motion for the next phase: expanding curricular offerings, deepening digital integration, strengthening alumni networks, and exploring future-ready programs that align with Nigeria’s evolving educational needs.
“Ten years is a beautiful beginning,” said Omotunde. “We are more determined than ever to raise a generation of confident, compassionate, and capable young people—ready not just for exams, but for life.”
With ten years of transformation behind it and a horizon of opportunity ahead, Global Heights Schools stands tall—true to its name, and ready to soar even higher.
As a result of the prevailing economic shocks, climate uncertainty, widening inequality, and digital transformation, the world leans on economists more than ever. Economists are not mere theorists of markets; they are storytellers of policy, architects of reform, and data-driven visionaries. They decipher patterns in inflation and unemployment, unearth inefficiencies in public systems, and build models that can guide governments, firms, and communities toward sustainable prosperity.
Through their work, economies find equilibrium. During crises, they design stabilizers. At the frontier of development, economists quantify the unquantifiable and translate insights into action. From John Maynard Keynes’ war-time fiscal vision to Esther Duflo’s evidence-based development interventions, economists have often led the way in reimagining the possible.
A class of globally trained and digitally savvy Nigerian economists are blending rigorous research with real-world relevance. They are decoding the dynamics of informality, finance, inequality, agriculture, and governance building evidence and impact at the same time. Here, we spotlight six standout figures whose work reflects the power and promise of this wave.
1. Dr. Chigozie Ekedozie Chukwu
To understand the economic systems that operate in the shadows, outside the boundaries of tax systems and official policies, is to touch the pulse of many developing nations. This is the intellectual frontier where Dr. Chigozie Chukwu thrives. A structural macroeconomist trained at the University of Lincoln, UK, he specialises in modeling the informal economy using Dynamic Stochastic General Equilibrium (DSGE) and MIMIC (Multiple Indicators Multiple Causes) frameworks.
Dr. Chukwu is not just a technical mind; he is also a teacher’s teacher. As a Fellow of the UK Higher Education Academy and Assistant Professor at the University of Wolverhampton, he has fused theoretical rigour with pedagogical innovation. His scholarly footprints span Oxford, Athens, Abuja, and beyond, with presentations on topics ranging from oil shocks in resource-exporting economies to consumption smoothing in fragile states.
Beyond the lecture hall, Dr. Chukwu is a published textbook author; his titles Econometrics Amplified and The Polished Vessel have gained traction among students and young researchers seeking clarity and inspiration. A mentor to aspiring economists across continents, he represents the intellectual poise and communicative strength Nigeria needs to advance its development goals.
Dr Chukwu most recently has been invited to the CSAE Conference 2025, hosted by the University of Oxford, UK, where he will present a research paper. This event will be held from the 23rd to 25th March 2025.
He has been invited to the Athens Institute (ATINER), Greece, where he will be speaking on the informal economy in Sub-Saharan Africa using Nigeria as a case study. This is a platform that has hosted renowned global economists. The conference will be held from the 30th of June to the 4th of July 2025.
2. Dr. Oluwasogo S. Adediran
Dr. Oluwasogo Adediran is on a mission to solve some of Africa’s most persistent development puzzles: food insecurity, inflationary vulnerability, and macroeconomic instability. As a senior lecturer at Covenant University and a current visiting scholar in Germany, he applies an interdisciplinary lens to economic modeling, connecting environmental sustainability, agricultural value chains, and financial development.
He boasts a growing portfolio of more than 50 peer-reviewed publications, a staggering output for someone still early in his academic journey. His works delve into inclusive growth, fiscal management, and monetary policy in emerging economies. Through collaborations with international research networks and bodies such as the International Applied Economics and Social Sciences Association (IAES), Dr. Adediran ensures that his findings travel far beyond academic silos.
Importantly, his scholarship addresses real problems with real consequences: how climate change impacts food prices, how inflation erodes household welfare, how better policy coordination can spur agricultural transformation. He is both a builder of models and a reformer of systems.
3. Dr. Bosede Ngozi Adeleye
In an era where knowledge must travel fast and far, Dr. Bosede Adeleye is removing the barriers that traditionally gatekeep access to economic education. A lecturer at the University of Lincoln, UK, and founder of the digital learning platform CrunchEconometrix, she is democratising applied econometrics for thousands of students and professionals across Africa and beyond.
With a PhD from Covenant University and an MSc in Development Economics from the University of Sussex, Dr. Adeleye brings both local grounding and global polish to her work. Her research explores income inequality, financial systems, and the structural obstacles to inclusive development. But perhaps her most transformative impact lies in her commitment to mentorship and digital education.
CrunchEconometrix is not just a brand, it is a movement. By offering accessible, high-quality tutorials and training, Dr. Adeleye is grooming a new generation of African economists fluent in both theory and technology. Recognised by the British Academy’s Global Talent Visa and featured in international research forums, she exemplifies how economic expertise can become a public good.
4. Prof. Evans Osabuohien
At just over 40, Prof. Evans Osabuohien has already etched his name among the most influential economists in Africa. As one of Nigeria’s youngest full professors and founding chair of the Centre for Economic Policy and Development Research (CEPDeR), he combines scholarship with institution-building, mentoring, and advocacy.
With over 200 publications and editorial roles in leading journals, Prof. Osabuohien’s impact spans multiple domains: agricultural transformation, institutional economics, and regional integration. His research on land governance and cross-border value chains has informed both academic policy and government programs across West Africa.
But it is not just what he publishes, it is who he uplifts. Through his expansive mentorship network, he has guided over 500 early-career African researchers. He is committed to ensuring that African data leads to African insights, and that young scholars are empowered to take on the continent’s challenges from within. Whether in the classroom, the field, or the policy roundtable, he remains a generational bridge and a scholarly compass.
5. Dr. Alex Adegboye
Governance lies at the heart of development outcomes, and few Nigerian economists are as focused on this nexus as Dr. Alex Adegboye. With a keen interest in tax systems, public finance, and institutional reform, Dr. Adegboye interrogates how nations raise, allocate, and account for public resources.
His research spans the structure of Nigeria’s fiscal frameworks from budget execution and tax compliance to the performance of subnational governments. Adegboye brings a mixed-methods approach, employing econometric analysis alongside field-based studies to unearth the systemic weaknesses that hinder accountability and service delivery.
A rising voice in national policy circles and a key member of several research clusters, Dr. Adegboye understands that data alone cannot change governance, but informed citizens and responsive institutions can. His policy briefs, consultancy reports, and academic work provide essential pathways for fiscal reform, transparency, and better public service outcomes.
6. Dr. Adesola Afolabi
Few economists possess the gift of turning complexity into clarity the way Dr. Adesola Afolabi does. With a background that includes training at the Reuters Institute at Oxford, Bloomberg’s economic reporting program, and a stint in academia, she now works at the intersection of journalism, data, and policy as an Insights Manager at Stears.
Her work spans infrastructure finance, capital markets, and policy strategy, but more crucially, she knows how to tell a story with numbers. Whether in op-eds, white papers, or policy briefs, Dr. Afolabi translates economic abstractions into insights that inform decisions in boardrooms, parliaments, and households.
In a time when misinformation spreads faster than facts, and when policy failures often stem from poor communication, she offers a crucial bridge between research and public understanding. She does not just report data; she reveals its meaning.
The future is in Good Minds
These six economists, spread across lecture halls, research institutes, editorial boards, and digital platforms, are not just observers of development; they are architects of it. Their work reinforces the truth that data without insight is noise, and policy without research is guesswork.
A non-governmental organization, i-Scholar initiative (iSI) has renewed its commitment to mentoring and supporting young students in fulfilling their dreams of pursuing graduate studies via access to fully-funded scholarships in world-class foreign universities.
At the initiative’s 2025 meet-up held recently in Lagos, it afforded the Board of Trustees, stakeholders, volunteers and partners the opportunity to meet, interact, and admonish its 2024 cohort of scholars.
Annually, the initiative gather in Lagos to physically welcome the new cohort of scholars from various universities across Nigeria to the iSi family.
Since 2019, iSI has invested over $250K and mentorship in the career pursuits of over 355 Nigerian scholars. Cumulatively, i-Scholars have also unlocked over $60M (and still counting) in graduate scholarships.
In his remarks, iSI president Victor Ogunmola, emphasised that the Nigerian educational system requires a revamp, and the younger generation holds the key to this transformation.
He said: “The goal of i-Scholar Initiative (iSI) is to help talented and motivated students achieve their dreams. We are interested in the growth and progress of these young ones, and it is our joy to see them reach the acme of their career.
“We have been impressed by the GRE/TOEFL test scores of this cohort of scholars and some of them have started receiving their fully funded offers into various graduate programs in the United States and across the world.”
Speaking on the initiative’s scholarships, he noted that: “Our scholarship provides an end-to-end mentorship, covers the cost of standardised tests that are required by foreign universities to qualify for their funded graduate school admissions. iSI also pays a predetermined amount for graduate school application fees for all scholarship awardees.”
One of the beneficiaries, Samuel Oluwayemi who got a fully funded offer for his Masters in Agricultural Science said: “This organization gave me the chance to study in a top-tier university, and today, I’m well on my way to achieving my academic goals and contributing positively to Nigeria.
“It wasn’t easy because from my end, I knew what was before me and I knew the kind of hard work I had to put in, in terms of getting my essays, getting my CVs ready, It was quite easy because ISI came through, ISI came through for me by paying for my Graduate Record Examinations (GRE) and Test of English as a Foreign Language (TOEFL) and also provided mentorship.
Advising other students who are in search of opportunities like these, Oluwayemi urged that they be hardworking and dedicated.
He said: “I joined ISI July 8th 2024 and I got my offer on November 8th, so with dedication and serious hard work, you can achieve whatever you want to achieve if you set your mind to it.”
Mrs. Olajumoke Oladimeji, one of the partners, encouraged scholars to stay grounded and remember their roots.
She emphasised that after completing their academic journey abroad, they should make it a point of duty to contribute to the development of Nigeria.
Olajumoke said: “Our students should and must prioritize the growth and development of Nigeria after graduation.”
While thanking the the iSI partners on behalf of the Board of Trustees (BoT) and Management Committee, Ogunmola also called on like-minded individuals and corporate organisations to partner and join the initiative in making opportunities available to more Nigerian students.
Powered by the commitment and dedication of our leadership team, he stated that the teaming iSI partners and volunteers remain the bedrock of the organization.
He said: “I want to tell you that the bedrock of this organization is driven by the generosity, the benevolence, the selflessness, and the sacrifice of our volunteers and donors.
“Of all the funds raised by the organization, 95% of that fund came from individuals, and of course, we’ve also enjoyed the generosity of some corporate bodies. Last year, we had about 5,000 applicants, but just because we are limited by our capacity to support them, we could only sponsor 100 scholars.
“This year, I can tell you, we are going to have more than that in terms of the number of applicants, and I can tell you, when you look at the results of the selection process, the difference between number 1 and 100 is just very marginal, meaning that if we have more than enough resources, we will sponsor 200, 300 scholars. A big thank you to our ever-supportive board of trustees and partners.
“We therefore appeal to the general public to partner with the organization as we continue to make strategic investments in the career growth of the next generation of leaders.”
Nigerian students took the centre state at the Moshood Abiola stadium to showcase their innovations at a robotic championship.
The National Robotics Championship was organised by a non-governmental organisation, Coderina Education and Technology Foundation (Coderina Edtech) to highlight the importance of technology in nation building.
Founder, Coderina Edtech, Olajide Ajayi said the application of technological tools such as science, technology, engineering, mathematics (STEM), robotics and a host of other Artificial intelligence (AI) tools will serve as solution to real-time challenges.
Ajayi stated that the emergence of technology in the fourth industrial revolution is an enabler to solving real-time challenges especially for Nigerian youth.
He explained that challenges are everywhere but it takes only those who are able to convert those challenges into opportunities that will thrive in the knowledge economy, adding that sadly, Africa has missed out in the fourth revolution but assured that Coderina has created an enabler for students to face future challenges using technology.
He said: “I think Africa missed out a bit during the initial four technology revolutions but this is now an opportunity for us again. Technology is an enabler, it levels the playing field for everybody. It only takes you to know how to use it, if you know how to use it, you can create with it and it takes those who create with it to change the world.
“So we’re creating an enablement not only for the secondary school students or for the primary school students but also for the teachers as well because you can’t teach what you don’t know so the overall plan is to start an ecosystem of young people who are creating with technology and solving real-life problems with technology.”
He noted that Coderina is poised to making Nigeria to be the first in Africa and second in the world to designate robotics as a sporting event.
According to him, this move will ensure inclusivity for young people, adding that technology has advanced to STEM education hence Nigeria must not be left behind.
He said: “We want to make this very inclusive so that girls will see themselves in this, boys that are not inclined in doing anything with technology will still find a role to play in all of this and still be able to learn and master the use of technology effectively to change their lives.
“We want these young people to be enabled to be given the right tools and resources to position them for the future of work and entrepreneurship.”
Permanent Secretary, Federal Ministry of Education, Dr. Nasir Gwarzo highlighted the importance of the championship which he described as top notch capable of projecting Nigerians to compete favorably anywhere in the world.
Gwarzo however noted that National Robotics Championships promotes advocacy, capacity building for both students and teachers and the spirit of competitive culture not against themselves but time to accomplish tasks which are multidimensional.
According to him, policies are readily available to support similar initiative.
He said: “If this culture is imbibe fully, our expectation is that our students can compete favourably anywhere in the world, am impressed with what I have seen today and I look forward to seeing Nigerians top globally.
“Usually, the government does not embark on an event until there’s a policy on ground, so we have a policy that aims at promoting this at all levels and that’s why I told you methodically that this is how activity evolves up to this stage so there is a policy.”
Maryam Abacha American University of Nigeria (MAAUN), Kano has matriculated ot fewer than 1,241 newly admitted students for the 2024/2025 academic session.
Out of the 1,241 new entrants, 100 were foreigners.
The matriculation ceremony, the fourth since the university was established in 2021, took place at the Professor Abubakar Adamu Rasheed Twin Lecture Theatre. It attracted guests, including parents, government functionaries, traditional title-holders and other well-wishers.
President of MAAUN, Prof. (Dr.) Mohammed Israr, said the event marked the official enrollment of the new students into the university academic programmes as approved by the National Universities Commission (NUC).
He congratulated the students for securing admission into the prestigious university and urged them to embrace self-discipline and pursue their studies with seriousness.
Israr said MAAUN has come of age as it has a strategic vision to offer students the best in cutting-edge research and service delivery in science, leadership and management.
He further added that the university matriculated 100 foreign students who are from Saudi Arabia, Bangladesh, Chad, Benin Republic, Sudan, Pakistan and Lebanon, noting that this has further proven MAAUN’s capacity to deliver the best to its students and the attraction it has gotten globally.
“The vision of Maryam Abacha American University of Nigeria, Kano, is a lofty one. I call on everyone to join the Founder of the university and his team of sound academics and intellectuals to see to the fulfilment and further expansion of the University,” he said.
Founder of the MAAUN Group of Universities, Prof. Adamu Abubakar Gwarzo, advised the new students to face their studies with seriousness as anyone who fails to measure up will be dismissed.
While calling on the matriculating students to be of good character, Prof. Gwarzo said they should be proud of being part of the MAAUN family because of what they stand to benefit from the university’s profound intellectual and material investments.
He said the university was committed to providing quality education to produce quality graduates who could become future leaders of the country.
Vice President of Administration of MAAUN Maradi, Niger Republic, Dr. Shu’aibu Tanko, urged the students to be good ambassadors of MAAUN and Nigeria at large.
He stated that MAAUN not only impart knowledge but also equip students with the skills necessary to become self-reliant after graduation.
In their separate goodwill messages, some parents poured encomiums on the founder and management of the university for their commitment to ensuring that students are not only academically sound but also good in character.
They charged the matriculating students to have focus to actualise their dreams in life.
The Vice President of Administration, Dr. Habib Awais Abubakar, who led the proceedings during the matriculation ceremony, administered the Matriculation Oath to the new students.
Important dignitaries that graced the occasion included the Vice Chancellor, Federal University Dutsinma (FUDMA), Prof. Armaya’u Bichi; Director, Africa Institute for Solutions and Development, Dr. Saluhu Muhammad, and Prof. Amina Salihi Bayero.
Other management staff from MAAUN were the Dean of School of Postgraduate Studies, Prof. Ahmad Maigari Ibrahim; the Director of Institute of Africa Higher Education Research and Innovation (IAHERI), Prof. Abubakar Sadiq, and the Director of Academic Planning and Quality Assurance, Dr. Nura A. Yaro.
Others were Vice President of Campus Life, Dr. Hamza Garba; Head of Human Resource, Hajiya Maimunat S. Bello; Head of MAAUN International Office, Engr. Bashir Garba; Dean of Schools, Chairs of Departments as well as other guests.
Maryam Jimoh, a 400-level Mass Communication student, recalls the excitement of landing her first paid graphic design project. What started as a passion for creating flyers and logos for friends quickly grew into a profitable business. Today, Maryam skillfully manages her growing client base while maintaining her academic excellence a balance many Nigerian students are mastering in response to the economic realities they face.
Miss Maryam Jimoh, a graphics designer
In Nigeria, the rising cost of living and high unemployment rates have transformed side hustles from a mere option into an essential means of survival for many students.
The economic challenges facing the country, including inflation and unemployment, have created a situation where financial independence is no longer a luxury but a necessity for young Nigerians.
For students, this economic reality is particularly harsh, as they balance the dual burden of academic responsibilities and the financial strain of meeting their daily needs.
For many Nigerian students, surviving on limited resources is a daily struggle. Financial aid, scholarships, and grants are often insufficient or unavailable, leaving students to fend for themselves. This precarious situation has led to the rise of entrepreneurial ventures among students, as they seek creative ways to earn money without compromising their studies.
Nigeria’s inflation rate has been on an upward path, leading to a sharp increase in the cost of essential goods and services. Students, many of whom rely on stipends from their parents or guardians, find themselves struggling with the high costs of living. The rising cost of food, rent, and utilities places immense pressure on students to find alternative income sources.
According to the National Bureau of Statistics, Nigeria’s youth unemployment rate averaged 4.25% between 1991 and 2024, peaking at 6% in 2020. Combined with rising inflation that has driven up the cost of living, this economic climate has spurred a new wave of student entrepreneurs. From digital services to innovative solutions, these young Nigerians are redefining survival by turning challenges into opportunities for financial independence.
Side hustles, which were once considered a backup plan or a way to earn extra pocket money, have now become a lifeline. From selling fashion items, food, and beauty products to offering digital services such as graphic design, content creation, and social media management, students are leveraging their skills and creativity to generate income. This shift highlights the resilience and resourcefulness of Nigerian students, who are determined to thrive despite the challenging economic climate.
Building a side hustle while pursuing academic excellence is no easy feat. It requires students to master the art of time management and prioritize effectively. Academic schedules are often demanding, with lectures, assignments, and exams consuming a significant portion of a student’s time. Adding the responsibilities of running a business to this mix can be overwhelming. Yet, many students manage to find a balance, driven by the necessity to make ends meet.
The emergence of student entrepreneurs in Nigeria showcases dedication. These young individuals are not only creating opportunities to sustain themselves but are also acquiring essential skills that will benefit them in the long term. Through entrepreneurship, they learn to manage finances, enhance communication, and approach challenges with creativity skills that are valuable both in business and their future professional endeavours.
This shows the inspiring journeys of student entrepreneurs who have turned side hustles into vital tools for financial independence and personal growth in Nigeria.
Akorede Soliu, a Computer Science student at Fountain University, took a unique approach to solving a common problem on campuses by launching a tech support service called “I Book It”. The service was designed to help students struggling with securing lecture halls and making lecture spaces more accessible, particularly in federal universities across Nigeria.
Reflecting on his journey, Akorede shared the challenges he faced while developing and testing the app. “There were moments when the coding bugs seemed endless and the stress of balancing it all felt overwhelming,” he admitted. “But I committed not to let it disrupt my primary focus, excelling academically.” Through perseverance, he managed to stay on top of his studies and passed his exams with flying colours.
Abdulakeem Faisol, a student at Fountain University, observed a recurring issue among his peers: students often struggled to find affordable and accessible meals, particularly during exam periods when stress and time constraints were at their peak. Seizing the opportunity to address this challenge, he launched a food delivery service called “Sarelo”.
The concept was simple yet effective: students could order food from the cafeteria or nearby vendors, and Sarelo ensured timely delivery straight to their locations. This service became a lifesaver for students who were too occupied with studies or exams to visit the cafeteria themselves.
Balancing his education with running the business was no small feat. Faisol had to meticulously plan his schedule, ensuring that Sarelo’s operations didn’t interfere with his academic performance. “At first, it was overwhelming managing classes, assignments, and the growing demands of the business,” he admitted. However, he developed a system that involved delegating delivery tasks to trusted partners and setting specific hours for managing orders.
Collins, a graduate of Nursing Science from Fountain University Osogbo, is popularly known as “That Collins Guy.” During his time in school, he was also a photographer and videographer, capturing moments at events like matriculation, convocation, dinners, award nights, and cultural nights. In addition, he offered photo shoot sessions for students celebrating birthdays. Collins shared how he successfully managed his business while preparing for his professional exams, passing them without failure. He emphasized how his business not only provided financial support but also served as a lifesaver whenever he needed money for various needs.
Tolulope Adeyemo, a 500-level Nursing student at Fountain University, has been selected as a facilitator for the esteemed Africa Support Bureau’s Entrepreneurship Students’ Speakers Series. This prestigious event gathers top student leaders and innovators from the United Kingdom, Cameroon, and Nigeria to share transformative ideas and strategies to promote entrepreneurship across Africa. In addition to his role as a facilitator, Tolulope is also a skilled project manager. He is responsible for planning, organizing, and overseeing the execution of specific projects, ensuring they are completed on time, within budget, and to the satisfaction of all stakeholders.
Mr. Tolulope Adeyemo, founder of Carebrij
Tolulope is also the founder of Carebrij, a telehealth startup aimed at revolutionizing healthcare delivery by leveraging technology to ensure accessibility, affordability, and delivery of high-quality healthcare services to individuals of all ages through a comprehensive online marketplace for medical professionals.
He spoke about how he successfully balances his academic responsibilities with his entrepreneurial ventures, highlighting the benefits of his business skills in taking him to global and international platforms. He emphasized the importance of students pursuing side hustles, explaining how they not only provide financial support but also offer valuable experiences and open doors to opportunities that can shape their futures.
Mentors play a vital role in inspiring students to dream big, pursue their passions, and build sustainable ventures. By sharing their expertise, they nurture creativity, boost confidence, and equip young Nigerians with the skills needed to thrive in business. This highlights the impact of mentorship through stories of mentors who have guided students toward entrepreneurial success.
Abdulgiyath Salman, an alumnus of Obafemi Awolowo University, and owner of Success Design, entrepreneurial journey began in 2018 when he got his first laptop and started learning graphic design from a friend. Despite the challenges, he taught himself the basics of CorelDRAW and consistently practised to refine his skills.
Mr. Abdulgiyath Salman, founder of Success Design
During the COVID-19 pandemic, he enrolled in a one-week Graphic Design Masterclass, where he learned to use Illustrator, Photoshop, InDesign, and Adobe XD marking a significant turning point in his career.
By 2023, he had further honed his skills by completing a diploma in Product Design at AltSchool Africa. As an undergraduate at Obafemi Awolowo University, Ile-Ife, he volunteered for various design projects and took on leadership roles as a design lead, earning recognition for his dedication to design and IT. His inspiration stemmed from a love for drawing in secondary school and a determination to excel in an environment where skilled designers were few.
Recognizing the challenges he faced during his journey; Salman chose to mentor aspiring designers. He wanted to provide the guidance he lacked, making the path smoother for others. Mentoring has been both rewarding and challenging, requiring patience and commitment. Seeing his students grow, excel, and even pass on their knowledge to others has been a fulfilling experience.
He emphasises instilling adaptability in his students, ensuring they can navigate any design tools and keep up with industry trends. Salman also teaches them to recognize their worth, encouraging them never to undervalue their skills or work, especially when monetizing their talents.
One of the most gratifying moments in his mentorship journey was witnessing a student he mentored grow into a teacher. During a design sprint, the student credited their success to learning from someone Salman had mentored, a ripple effect of growth and knowledge-sharing that underscored the impact of his mentorship.
To stay ahead in the dynamic field of graphic design, Salman advises staying curious, proactive, and open to learning new tools and techniques. Platforms like YouTube and self-directed research have been invaluable resources in keeping him and his students updated on the latest trends.
Ahmad Ahmad Awelenje, an alumnus of Fountain University and the founder of Hay Cleaning Essentials a climate change-focused company producing eco-friendly cleaning products like liquid soaps, sanitisers, and air fresheners shares insights on mentoring students to balance academics with entrepreneurship, he stated: “I always encourage students to identify their target audience, analyze competitors, and understand market trends. They should create a unique value proposition, something their products or services offer that competitors don’t. This uniqueness gives customers a reason to choose their products over others.
“To market their handmade products effectively, students should utilize social media platforms like Instagram, Facebook, and WhatsApp Status to showcase their products and engage with customers. Creating an online store is another effective way to reach a wider audience. Participating in local events, such as trade fairs, can also help them connect with potential customers and build strong networks.
“Time management is crucial for balancing academics and entrepreneurship. Students should plan their day, week, and month to manage academic and business responsibilities effectively. They should focus on the most important tasks and make time for breaks to avoid burnout. Seeking help from friends, family, or mentors is also essential.
“To build confidence in their entrepreneurial abilities, I provide feedback that is specific, positive, and actionable to help them improve. I emphasize the importance of experimentation and learning from failure. Connecting students with other entrepreneurs, mentors, or industry experts allows them to learn from real-life experiences. Above all, I teach them to be resilient, bounce back from setbacks, and maintain a growth mindset.
“Students face several challenges when starting and sustaining a business. These include balancing academics with business obligations, overcoming fear of failure, and managing limited financial resources. Marketing and selling their products or services effectively can also be difficult. Additionally, expanding their business while maintaining quality and profitability is a common challenge”.
In the face of economic challenges, Nigerian students are rewriting the narrative of survival and success through their entrepreneurial pursuits. From creating tech solutions to providing essential services, these young entrepreneurs are not only addressing immediate financial needs but also laying the foundation for future opportunities. Their stories of innovation, resilience, and determination underscore the transformative power of side hustles in navigating a tough economic climate. As they balance academic demands with business ventures, they acquire critical life skills that position them for success in an increasingly competitive world. These students represent a generation that refuses to be defined by adversity, choosing instead to thrive against the odds.
The National Association of Nigeria Students (NANS) has urged the governing council of the University of Nigeria, Nsuka (UNN), the Federal Ministry of Education, and other relevant authorities to restore accountability in the institution to ensure students in the institution receive quality education and welfare they deserve.
A statement by NANS Senate President, Babatunde Akinteye, also supported the governing council to set up a committee to investigate allegations by students against one of the principal officers of the institution.
According to him, deliberate delay in fumigating the University’s twenty-seven hostels, despite severe pest infestations is worrisome.
He said: “One of the most alarming instances of this sabotage is the deliberate delay in fumigating the university’s twenty-seven hostels, despite severe pest infestations, including bedbugs, rats, mosquitoes, and even snakes, posing serious health risks to students.
“This issue has resulted in unnecessary delays that forced students to endure unhygienic and unsafe conditions for months before the fumigation finally commenced in January 2025.
“We align with the decision of the UNN Governing Council to set up a committee to investigate these disturbing developments and stand firmly with the Council Chairman, recognizing his integrity and commitment to the proper administration of the university.
“Furthermore, as students from the UNN campus have reached out to us, we seek fairness in this matter, and we strongly advise the council to ensure that justice is done.
“The UNN is an institution of national pride, and we will not stand by while its progress is derailed by administrative misconduct.”
Mountain Top University (MTU) has been described as a beacon of excellence in higher education committed to moulding global scholars who will make impactful contributions to the society, Vice chancellor Professor Elijah Ayolabi has stated.
He said the institution was established to provide a place where students could excel not only academically but also spiritually and morally.
He spoke at the 10th matriculation ceremony of the institution at Prayer City on Lagos-Ibadan expressway.
MTU admitted and matriculated 680 undergraduate students into 28 programmes with 85 for postgraduate programmes,
totalling 765 students for 2024/2025 academic session.
Ayolabi said MTU was committed to offering a world-class education that integrates academic excellence with character development.
Ayolabi urged the matriculating students to be purposeful, diligent, hardworking, disciplined resilient and guided by the values of integrity, excellence and service pillars that will support them in the institution and beyond.
He urged matriculants to constantly focus on positive goals , be creative innovators with a view to becoming change-makers and good leaders that will make postive contributions to the country and world at large.
The Vice Chancellor added that since University life is about developing a whole person, and not just books, MTU offers a variety of extracurricular activities to nurture students talents and interests in sports, music, drama, writing and leadership development as well as ample opportunities for students to engage, grow and contribute to the wider community.
The Vice Chancellor commended the Chancellor and General Overseer of Mountain of Fire and Miracles Ministries, Dr Daniel Kolawole Olukoya (Professor of Biotechnology) and his wife Dr.
(Mrs.);Folashade Elizabeth Olukoya, for their unflinching and fatherly support.
His words: “Our Every Student A Musician (EMS) programme is one such initiative, ensuring that every student masters a musical instrument before graduation, helping to foster creativity and discipline. Additionally, our vocational training programmes are designed to give our students diverse skills that will make them self- reliant and capable of creating their own opportunities”
“Mountain Top University is more than just an academic institution; it is a place where you will discover your purpose, develop your potential, and become a force for good in the world .
” We are committed to providing a safe, supportive, and conducive environment where children can excel academically, grow spiritually and develop the skills needed to succeed in the future.
” At MTU we are committed to offering a world-class education that integrates academic excellence with character development.
“To students, you will be challenged in the classroom, but more importantly, you will be inspired to think critically, creatively, and ethically.”
As part of his administration’s intervention in education development, Governor Seyi Makinde has renovated 105 primary schools under the Better Education Service Delivery for All (BESDA) and the Global Partnership for Education (GPE), Yinka Adeniran writes
Prior to the Governor Seyi Makinde administration’s tenure, Oyo State policies on infrastructure development in schools were stagnant. However, the state has now prioritised the sector as one of the pillars of his roadmap to sustainable growth.
By 2019, Oyo State had an educational infrastructural deficit of N60 billion, but since taking office as governor, Makinde has spent about N3 billion yearly as the state counterpart and UBEC funding. In 2024, the education sector received the largest percentage of budget allocation and the second largest in the 2025 budget.
The governor, in one of his recent interviews, said his government was spending N3 billion yearly to meet the N60 billion gap. Unfortunately, it will take the state 20 years to close the deficit.
A few years ago, the governor decided to appoint a Special Adviser on Education Intervention, Suraj Tiamiyu and scheduled to spend N10 billion to N15 billion yearly to help the government bridge the gap in four years.
Better Education Service Delivery for All (BESDA) project
Presently, the state government, in partnership with Better Education Service Delivery for All (BESDA) and the Global Partnership for Education (GPE) through the World Bank, has just completed the renovation of 105 primary schools across the state’s three senatorial districts.
Oyo State is among the three states selected two years ago by BESDA to benefit from a $123.8 million support grant by the World Bank Global Partnership for Education (GPE), which focuses on improving basic education.
The success of the BESDA-GPE project relies heavily on transparency and project delivery. As such, the governor’s team led by Tiamiyu has now delivered 105 renovated schools in rural areas in less than six months.
The status of rural primary schools has been a major concern for educationists for years. Some of the schools renovated were uninhabitable, but were being used by primary school children as classrooms. Qualitative education cannot be limited to a few schools in urban areas while children in rural areas are subjected to studying in inhumane conditions.
A total number of 190 schools in rural areas within the state are targeted for renovation with appropriate infrastructure under the BESDA AF-TEES. The state government renovated three classrooms with ramps access for physically-challenged pupils, procured new infrastructure such as furniture and modern boards in the classrooms, built two toilets each for males and females, sank boreholes, with the installation of solar power in each of the selected 105 schools.
The achievement lends credence to the efforts of the present administration at recording a 100 per cent literacy rate in line with the 2030 Sustainable Development Goals 7 & 14 Education for All Policy.
According to Tiamiyu, the school-Based Management Committees (SBMC), who are the community stakeholders of the renovated schools, were on ground to partner the state in ensuring the project was delivered to specifications.
He said the GPE-TEES renovated school project would help improve the quality and access to education and transform the system in the state. He noted that the completed classrooms, with their modern facilities, will in a long way address issues of out–of–school children and provide an inclusive, quality education for all children.
Besides Oyo State, the BESDA AF-TESS school renovation project is also being run in Adamawa and Katsina. It is a four-year programme that commenced in 2022 and is to be terminated by October 2025.
Reactions
One of the residents of Idi-oro Okeho, Kajola Local Government Area, Adeoti Fabiyi, on behalf of the community, thanked the state government for finding it worthy to reconstruct a befitting classroom at Community Basic School, Ido-oro/Asaka for their children.
Fabiyi said the classrooms and the basic educational amenities installed will aide learning of the children as well as improve the teaching ability of the teachers.
A parent, Mrs. Felicia Bamgbopa, who has two grandsons at NOMADIC Primary School, Suladi, in her reaction on the renovated school building, explained that the new school buildings and their compounds are beautiful and conducive.
A teacher, who does not want to be named at Oluyole Government Council Primary School, Oba Ado, stated: “Now, we teachers can teach in a proper school building with a conducive environment. Before now, everything about the job in the school was not encouraging, even the pupils stopped coming to school because there was no furniture to sit on.
Makinde’s administration’s achievements in education over the years include the construction of model schools, classrooms with toilets, the renovation of classroom blocks, installation of boreholes, and the construction of perimeter fences in schools. Aside from the recent employment of over 15,000 new teachers, the government continues to train and retrain teachers as well.
Girl-child education: Sultan pledges policies to address barriers
Sultan of Sokoto, Muhammad Sa’ad Abubakar III, has pledged the commitment of traditional and religious leaders to the implementation of policies that would address girl-child education barriers across the country.
The Sultan made the pledge in Abuja on Tuesday at a National Conference of Traditional and Religious Leaders on Girls Education and Empowerment.
The conference had as its theme “Effective Partnerships on Girls Education, Out-of School Children Education for National Development”.
The event was organised by the Adolescent Girls Initiative for Learning and Empowerment (AGILE).
Sultan Abubakar said Nigerians must get ready to eliminate the barriers hindering the education of the girl-child.
“Implementation is what we need to do. And that’s why we have these leaders here to take home what we all are going to agree to do. We are very committed because it’s a guarantee that we are 100 per cent ready to implement whatever we have come up with with support of our National Assembly,” he said.
Minister of Education Dr. Tunji Alausa disclosed that the ministry recently inaugurated the National Education Sector Renewal Initiative (NESRI) as a strategic response to address the systemic challenges facing the sector. Alausa said this was to prioritise the education of the girl-child, recognising it as pivotal to reducing the alarming number of out-of-school children and achieving national development goals. He urged traditional and faith leaders to serve as gatekeepers to communities in securing their buy-in, with a view to advancing the education of the girl-child in the country.
“For Nigeria to achieve its educational and development goals, we must move beyond policies and programmes. Continuous advocacy, sensitisation and community engagement are essential.
“Parents, women, youths, and all segments of society must see the education of the girl-child as a shared responsibility and a moral imperative,” he said.
Similarly, Country Director, World Bank, Mr. Ndiame Diop emphasised the importance of girls’ education in Nigeria.
Diop, represented by the World Bank Deputy Country Director, Taimur Samad, acknowledged the significant challenges of the girl-child, which include high dropout rates, early marriages and teenage pregnancies.
He commended the commitment of the Federal Government, state governors, and traditional leaders through AGILE programmes in reaching more than 25 million children, including 9 million adolescent girls, across 18 states.
Highlighting the progress of AGILE, he noted that more than 4 million children, including 2.2 million girls, had already benefited from improved facilities, with thousands of schools upgraded.
Diop credited the success to the critical support of traditional and community leaders, whose advocacy ensured that these initiatives were impactful.
As the Federal Government mulls converting Colleges of Education (COEs) to Universities of Education, it is believed that it is a reflection of crisis in the sub-system, translating to scrapping them outright. Critics argued that the institutions have outlived their usefulness and significance. However, it remains to be seen if the plan would make education courses attractive to students rather than addressing deep and underlying issues affecting the sub-sector. DAMOLA KOLA-DARE reports
Creation of Colleges of Education (COEs)
The coming of Colleges of Education (COEs) was necessitated by the report of Ashby Commission in 1958, which highlighted the irregularities in the then colonial education in Nigeria. The commission stated that teachers’ training was sub-par and that many were un-certificated and ill-equipped. It then recommended the expansion of intermediate education for teachers. Thus, Advanced Teachers’ Colleges, which became Colleges of Education, were created.
They were meant to produce well-qualified teachers for elementary and junior secondary schools to replace the older Grade II Teachers. Teachers from COEs were awarded the Nigeria Certificate in Education (NCE). The four that existed then were Advanced Teachers College, Ondo; Advanced Teachers College, Zaria; Advanced Teachers College, Kano and Alvan Ikoku Advanced Teachers College. They increased in number gradually.
But from then till this time, things have changed as the teaching profession is no longer considered prestigious. Sadly, students study education not because of keen interest or prestige, but as a last resort.
Do we need the Colleges of Education?
Last week, the Minister of Education, Dr. Tunji Alausa, noted that the ministry was considering a proposal to convert all federal colleges of education across the country to universities of education. He wondered if the country still needs them because, according to him, they don’t exist in the United States of America and several other advanced countries.
Speaking before the joint House of Representatives Committees on Education during his ministry’s 2025 budget defence at the National Assembly in Abuja, the minister explained that the plan became imperative because many students no longer sought admission into colleges of education.
Alausa noted that despite budgetary allocation to the colleges of education, some of them were having less than 1,000 students.
“Do we need these colleges of education? They don’t exist in the United States of America and several other advanced countries. Let us convert them to universities of education,” he said.
He noted that in this year’s budget for education, N139.3 billion was earmarked for colleges of education and there are 32 federal colleges in the country.
Institutions not meeting admission quota
Colleges of Education (COEs) in Nigeria are affected by poor enrollment. Observers said students are unwilling to study education courses because they find them neither attractive nor lucrative. Data from the Joint Admissions and Matriculation Board (JAMB) shows that application into National Certificate of Education (NCE) programmes are usually the lowest.
A breakdown revealed that between 2019 and 2023, only 211,201 applications were recorded for admission into COEs, universities and polytechnics that are running education programmes, but only 198,798 were eventually admitted. A further breakdown showed that in 2019, 34,138 candidates applied for NCE programmes, but 71,188 were later admitted. Therefore, candidates without interest in education were eventually admitted.
In 2020, 80,355 applications were received, but 49,678 candidates were admitted. Thus, about 40 per cent were not successful with the process. In 2021, only 15,746 applications were received, but 30,731 candidates were admitted. Hence, candidates without interest in education were given admission.
Also, 52,627 candidates applied for the programmes but only 35,466 were admitted in 2022. In 2023, 28,335 applications were received, while only 11,735 candidates got admitted.
The admissions summary revealed that in 2021, a total of 494,088 admissions were recorded, but only 30,731 (6.22 per cent) were admitted for NCE. In 2022, 684,111 were admitted but only 35,466 were for NCE and in 2023, 474,765 admissions were recorded but only 11,735 (2.47 per cent) were for NCE.
NCE admissions by quota showed that in 2021, out of the 454,700 quota, only 30,731 (6.75 per cent) were admitted. In 2022, with a quota of 469,125, only 35,466 (7.56 per cent) were admitted. In 2023, out of the 472,200 quota, only 11,735 (2.49 per cent) were admitted. COEs failed to meet the set admission quota in the years examined.
While admission into COEs failed to meet its quota in terms of applications, cut off marks were pegged low, yet that didn’t significantly improve enrollment. This underlines the move by the Ministry to upgrade, but many believe it is beyond that.
Attempts to make COEs attractive
In an attempt to make COEs attractive, the Federal Government last year gave approval to the National Commission for Colleges Education (NCCE) to allow the Dual Mode of concurrently running degree and Nigeria Certificate in Education (NCE) programmes in colleges of education. However, this seems contradictory as government proposes converting them to universities.
Executive Secretary of NCCE, Prof. Paulinus Chijioke, explained that the development was targeted at improving access to teacher education, addressing low enrollment, and ensuring quality production of professional teachers in the country.
Chijioke also stressed the need to continue to elevate the status of the teaching profession, ensuring that it attracted the brightest and most passionate individuals. President of COEASU, Dr. Smart Olugbeko, lauded President Bola Tinubu for assenting to the Colleges of Education Establishment Act, which granted the colleges of education system autonomy to award degrees in teacher education concurrently with the previous NCE.
“In line with the implications of the dual mandate, we have continually charged all members of our union to refocus towards higher academic attainments, professional excellence and productivity. “Let me put it on record that pursuant to the degree awarding status, our union initiated an upward review in the criteria for career progression for College of Education lecturers with a view to ensuring that the qualifications and research output requisite for rank attainment in Colleges of Education match global standards and justify the highly anticipated institution of professorial cadre.
“We are ready for this and we urge the Federal Government to without further delay see to the implementation,” he said.
Stakeholders’ stance
Vice Chancellor of Lagos State University of Education (LASUED), formerly Adeniran Ogunsanya College of Education (AOCOED), Prof. Bidemi Bilkis Lafiaji-Okuneye, said NCE has become a transition programme. She stressed that the certificate was no longer valid for employment.
In an interview with The Nation, she said: “COEs may later go into extinction. If you go to government establishments and present NCE, they would still tell you to get a degree.
“Before now, if you go through the college and you get NCE, when you seek employment, you are placed on Level 6 that is the bar of the junior staff. How many of our government establishments are ready to take on NCE graduates now? NCE has become a transition programme. It is just a transition to the degree. The certificate is no longer valid to take on employment. And private schools are taking advantage of this, they offer as low as N16,000 as salary per month. Students at colleges of education do better than those in the university. They have First Class or Second Class Upper when they come to university. They do better than those on four-year programme.
“An average NCE student spends six months for teaching practice, but in the university, they spend just six weeks. So, who is a better teacher?
“Even parents don’t want their wards to go through NCE. It is only when they cannot get admission elsewhere, they come to colleges. Everything is about mindset. No parent would like to send his/her wards to college of education, where you spend three years and still go to the university to spend another three, making six years.
“COEs may later go into extinction. If you go to government establishments and present NCE, they would still tell you to get a degree. Lagos State still cherishes training of teachers with the University of Education, if not, they would have put us under Lagos State University as a school.”
But Vice Chancellor, African School of Economics (The Pan-African University of Excellence), Abuja, Prof. Mahfouz Adedimeji, holds a contrary opinion. He noted that the said conversion of colleges to universities would mean that university graduates will be expected to teach in primary schools.
He said: “It is a sad reality that most Nigerian applicants don’t want to attend Colleges of Education. The reason for this is what the teaching has been made to become, a profession that is seemingly left for those with no option. In recent years, from Lagos to Osun, Ondo to Kaduna, from Kwara to Borno, many Colleges of Education have been converted to universities, reflecting the crisis in the sub-system.
While it is pragmatic that people be given what they want, the fact that Colleges of Education have their unique roles should make government not wipe them completely. The immediate implication will be that university graduates will be expected to teach in primary schools.
“I think we shouldn’t scrap them as they provide opportunities for training pupils at the level of basic education.”
Contributing on the issue, Deputy National President, National Parent Teacher Association of Nigeria (NAPTAN), Chief Adeolu Ogunbanjo, said: “Colleges of Education came at that time because of the need to have professional teachers. We have had so much of them. But unfortunately, they are neither here nor there. They are not graduates. NAPTAN supports the proposal to upgrade the colleges to universities. Then with this, the teachers should be well trained so that education’s quality will improve. Of what use is NCE if it is not serving its purpose again? They have probably outlived their relevance and usefulness. When they were created, a special salary was created for them. We had so many of them. Now, they cannot be classified as ND or HND. They are neither here nor there. So, they should be turned to universities so that there would be no discrimination against any programme.
“Since government wants the colleges upgraded, it should be ready for robust funding. So that we won’t start producing NCE holders in universities. Government should do the needful on proper funding.”
