The Nation Newspaper

Category: Education

  • Ondo NANS intensifies campaign against drug abuse

    Ondo NANS intensifies campaign against drug abuse

    The National Association of Nigerian Students (NANS), JCC Ondo Axis has intensified campaign against drug abuse among students and youths across the state.

    The student body expressed concerns over rising cases of drug addiction, depression and suicide among students. 

    Speaking during a courtesy visit to Ondo Commissioner of Police, Lawal Adebowale, NANS JCC Ondo Axis Chairman, Comr. Adekanye Adeboye stated that the visit was aimed at strengthening partnership between Nigeria Police Force and the student body in addressing growing concerns of drug abuse and other related social vices among young people.

    He lamented that the challenges have eaten deep into the fabric of youth life, affecting their academic focus and moral values. 

    According to him, battle against drug abuse and other vices is not one that the student community can fight alone.

    He charged security agencies, institutions, and parents to joined hands in building a safer and healthier environment for young people.

    CP Adebowale hailed proactive efforts of the students and their commitment to social reformation and youth development.

    He assured of the command’s readiness to support initiatives that would promote discipline, peace, and the safety of students within and outside the campus environment.

    Both parties agreed to work hand in hand in organizing awareness programs, seminars, and advocacy campaigns across tertiary institutions in Ondo State to enlightened students on dangers of drug abuse and promote responsible behavior.

    The meeting ended on a positive note, with renewed determination to ensure that fight against drug abuse becomes a collective effort that would safeguard the future of Nigerian youths and enhance the moral fabric of the society.

  • Otaigbe warns against abolishing mother-tongue education in Nigeria

    Otaigbe warns against abolishing mother-tongue education in Nigeria

    Founder and Chief Executive Officer of Izesan Limited, Anthony Osekhuemen Otaigbe, has criticised the Federal Government’s decision to make English the sole medium of instruction across all levels of education, warning that the policy could worsen learning outcomes and threaten Nigeria’s cultural identity.

    Otaigbe, in a statement issued in Abuja, described the move as “a step backward,” saying it contradicts both national policy and global evidence supporting the use of indigenous languages as the foundation of early learning.

    He said the justification given by the Ministry of Education, “evidence-based governance”, is misleading, adding that decades of research have shown that mother-tongue instruction enhances comprehension, literacy, and overall academic performance among children.

    “The government’s decision effectively erases one of the most progressive provisions in our education framework,” Otaigbe said. “Mother-tongue learning is not just cultural preservation; it is scientifically proven to strengthen children’s ability to learn.”

    He cited the National Policy on Education (NPE), revised in 2013, which provides that “the language of the immediate environment shall be the medium of instruction in the first three years of primary education,” with English introduced only as a subject.

    According to him, the National Language Policy (NLP), approved in 2022, further extended indigenous language teaching to Primary Six, aligning Nigeria with UNESCO’s Mother Tongue-Based Multilingual Education model.

    “The new directive not only contradicts these established policies,” Otaigbe said, “it also bypasses legal frameworks like the Universal Basic Education (UBE) Act, which recognises the role of local languages in foundational learning.”

    Otaigbe warned that the directive represents “evidence ignored rather than evidence-based governance,” stressing that countries that have prioritised early education in their native languages, such as Ethiopia, Tanzania, and the Philippines, recorded significant improvements in literacy and learning outcomes.

    Quoting UNESCO and World Bank studies, he said pupils taught in their mother tongue perform 30 to 50 per cent better in literacy and numeracy by Grade Three, and later acquire English more efficiently.

    Conversely, he said, “English-only education in multilingual societies fosters rote learning and shallow understanding.”

    Otaigbe, whose company develops digital learning tools in local languages for state ministries of education across Benue, Adamawa, Jigawa, and Edo, said classroom realities across Nigeria prove that children learn faster when taught in the language they understand.

    “The federal directive ignores these realities,” he said. “It is a bureaucratic decision disconnected from classrooms, teachers, and pupils.”

    He added that the policy also undermines the objectives of President Bola Ahmed Tinubu’s Renewed Hope Agenda, which emphasises innovation, national pride, and human capital development.

    “You cannot build innovation on erasure,” Otaigbe said. “A generation that loses its language loses its sense of identity and the confidence to compete globally.”

    The Linguistic Association of Nigeria (LAN) has also condemned the reversal, warning that it undermines the country’s efforts toward inclusive and culturally relevant education.

    Otaigbe commended Kano State House of Assembly for passing a resolution to make Hausa compulsory at the primary level, calling it a reflection of the realities within Nigerian classrooms and an act of policy defiance in favour of practicality.

    He stressed that any decision of such national magnitude should pass through the National Council on Education (NCE), which includes all state commissioners of education, the FCT education secretary, and heads of agencies like UBEC, NERDC, TRCN, NCCE, NBTE, and TETFund.

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    “Education reform cannot be driven from the top without consultation,” he said. “The Ministry must work with state governments, linguists, and education technology innovators to achieve sustainable reform.”

    Otaigbe warned that adopting English-only instruction could widen the education gap between urban and rural communities, diminish children’s self-esteem, and accelerate the extinction of indigenous Nigerian languages.

    “No country has developed by erasing its linguistic roots,” he said. “Japan, France, Korea, and China built strong economies by first educating their people in their native languages. Nigeria must do the same.”

    He called on the Federal Government to modernise, rather than abolish, mother-tongue education by investing in bilingual teacher retraining, piloting regional language programmes, and leveraging artificial intelligence and digital platforms to deliver cost-effective, localised learning materials.

    “Education begins in the language of the heart,” Otaigbe concluded. “When a nation forbids that language, it also forbids understanding.”

  • Insecurity and Taraba’s free education drive

    Insecurity and Taraba’s free education drive

    Two years after its declaration, Taraba State Government’s free education policy is facing serious security challenges. VICTOR GAI reports that if the challenges are not dealt with, the government’s free education policy may not achieve the required benefits.

    Free education policy increases access and enrolment in schools, especially for children from low-income families, which leads to a more skilled workforce and human capital development. This policy also promotes social equity, reduces child labour and can foster political participation and national unity by removing financial barriers to education.

    When Taraba State Governor Agbu Kefas’ free education drive was inaugurated, the people thought the benefits of the policy would be all-embracing. But, this is not the case as the policy is being affected by security challenges due to the activities of vandals and hoodlums, who break into schools and pilfer equipment meant for teachers and pupils. 

    Kefas had in 2023 declared a free and compulsory education in the state, a development that led to a high enrolment in schools. However, the policy has not yielded its desired results over the last two years as the schools remain in dilapidated conditions and with little to show in terms of teachers’ welfare. Also, the promise made by the government to provide school uniforms, bags, sandals and instructional materials for the pupils was met.

    Schools under deplorable conditions

    Schools investigated by The Nation in Jalingo, the state capital, showed that pupils were learning under deplorable conditions. The schools include Dinyavo Primary School, Government Model School, Mohammadu Nyah Primary School, Low Cost Primary School Magami and Government Science School. The schools had dilapidated facilities like windows, doors, desks and others. Pupils were seen sitting on bare floors during classes.

    Residents in the state capital said if schools in state capital could be in such conditions, what would be the fate of those in the rural areas.

    Insecurity in schools

    Aside deplorable condition of facilities, another threat to educational development in the state is the security of schools, pupils and teachers. Cases of insecurity in the schools also include theft, vandalism, thuggery, physical violence and gang fights among pupils. Thefts of chairs, desks and tables are also very common, leading to lack of such facilities for pupils and teachers to sit.

    A female teacher at Dinyavo Primary/Secondary School, who craved anonymity, told The Nation that some of the desks were stolen by hoodlums and sold to scrap dealers.

    The head teacher of one of the schools, who also did not want to be identified, confirmed the situation and said that some of the hoodlums were caught with the desks and the case was reported to the police.

    He blamed the theft on lack of adequate security mechanisms to checkmate the activities of hoodlums, who used the place as a hideout to perpetrate their nefarious activities. He added that the only security man in the school is overwhelmed and was being underpaid because he is under casualisation.

    “We have a security guard, but he is not a permanent staff. I use to give him N5000 for night shift duty.

    “The hoodlums stole the chairs and desks during raining seasons. They sold the metal parts to scrap dealers. The case was reported to the Civil Defence Corps.

    “We had complained to the authorities that we don’t have a fence around the school,” the head teacher disclosed.

    In 2023, shortly after the free education policy was declared, a teacher at Government Model School, Bassey Sardauna, was brutally murdered by some pupils led by an ex-student, James Williams.

    It all started after a pupil was punished by the teacher for coming late. The affected pupil organised his members and they inflicted matchet wounds on him. He was declared dead on arrival at the hospital.

    The Nation also learnt that the situation is the same in the other four schools, as miscreants have taken over the facilities.

    A resident, Salisu Ibrahim, while commenting on the situation, said: “If schools in Jalingo, the state capital, could be that vulnerable, one could only imagine how others in the local communities across the vast state would look like.

     He continued: “The issue of insecurity in schools has the potential of truncating the free education policy of the government despite all the investments in the sector.”

    An official at the Government Science Secondary School Jalingo, one of the largest schools in the state capital with 3,000 students, narrated the security situation in the facility.

    The official, who did not want to be named because he is not permitted to speak, said despite the situation, the state is doing well in certain national examinations.

    “Insecurity is the biggest challenge. It has been a perennial problem. Over the years, there has been hardly any employment of security personnel. The last employment was in 2014. The problem is that if a security man is employed with a school certificate qualification and he later advances his education, by the time he graduates, he would want to be upgraded to a teacher.

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    “The office of the Secretary to the Government of the State has been doing a lot by recruiting security personnel from the Civil Defence Corps under the Safe Schools Initiative. The office takes care of their monthly allowances and logistics.

    “When I came, I realised there was no single security personnel. We had a computer centre. Almost all the gadgets were looted. We sat with the Parent-Teacher Association (PTA) and decided to employ security personnel on a casual basis. We also initiated the peace committee to ensure a secured environment,” the official stated.

    The need to equip schools for CBT exams

    Another senior teacher, Mallam Abubakar Sulaiman, commended the free education policy of the present government and appealed to Governor Kefas to equip the schools to meet up with the innovations and standards of national examinations.

    “The free education policy is a good policy because it has lifted a lot of burdens off parents. Applications for WAEC/SSCE, NECO/SSCE, BECE/Junior WAEC examinations were funded by the state government. That is why we have a large turnout.  Before the free education policy was introduced, we hardly recorded 10,000 students, but the latest figure is around 30,000.

    “The state was first in the Northeast in the last NECO/SSCE. By next year, the whole country would be writing exams using Computer-Based Test (CBT) and no more pen and paper tests. The schools lack facilities for that. The students need to study computer studies practically,” he added.

    Commissioner: we have put measures in place

    Also, the Commissioner for Education, Dr. Augustina Yahaya, while commenting on the  issue said many things were put in place to deal with the issue. He added: “Right at the national level, there is the Safe Schools Programme that was set up and we have our Safe Schools team here led by the Civil Defence Corps. In fact, I don’t know how to quantify their level of commitment.

    “Every week, they update me on what is happening. With their presence, the pupils are aware that we have security around.

    “We used to have calls almost on a daily basis on security issues. We have plans to build a security post around the Government Science Secondary School because it is one of the flashpoints of insecurity.

     “There are cases of vandalism there and I even told the Civil Defence Corps Commandant that they need to extend their operation to other schools that are flashpoints of insecurity,” he said.

    Funds for principals, PTAs for schools’ rehabilitation

    Meanwhile, the state government plans to release funds directly to school principals and head teachers in collaboration with the PTAs for the rehabilitation of schools in their domains.

    This was disclosed recently by the governor after presiding over a joint meeting with principals and head teachers in Jalingo.

    The governor stated that while the ongoing constructions of new school structures were in progress, he was committed to initiating immediate interventions to address existing infrastructural needs in public schools.

    Kefas explained that the meeting was convened to discuss rapid measures for renovating current school facilities before the completion of new buildings.

    A principal confirmed this, saying: “We are now in the account opening stage. It is 98 per cent completed. The proposals were submitted. Money would be released to schools through local government accounts.”

    The Commissioner of Education also added that the government’s plan to engage schools in the rehabilitation of structures was gradually becoming a success. Dr. Yahaya said the schools’ committees would rehabilitate and protect the investments.

     “We have already started getting submissions from local governments so that we will release money to them to handle the projects themselves.

    “We are aware of the lack of fences in schools and we are already working on them. We are going to embark on sensitisation of the people to own the investments to be put in place so that they would not be vandalised. But we would not just sit and fold our arms,” she said.

  • Fed Govt cancels mother tongue policy

    Fed Govt cancels mother tongue policy

    • English Language now sole medium of instruction

    The Federal Government has cancelled the national policy mandating the use of indigenous languages as the medium of instruction in schools.

    Minister of Education, Dr. Tunji Alausa, said this yesterday at the 2025 Language in Education International Conference, organised by the British Council in Abuja.

    In 2022, the Federal Government approved a National Language Policy (NLP), which provides that from Early Child Care Education to Primary six, the language of instruction will be in the mother tongue or language of the immediate community.

    The policy aims to promote indigenous languages, recognise their equal status, and improve early childhood learning outcomes, while English remains the official language used in later education and formal settings.

    Speaking at the conference, Alausa said English is now the language of instruction in Nigerian schools from primary to tertiary levels.

    He said Nigerian children had been performing abysmally in public exams as a result of being taught in the mother tongue.

    The minister said the decision to cancel the policy followed extensive data analysis and evidence showing that the use of mother tongue as the main medium of instruction had negatively affected learning outcomes in several parts of the country.

    “We have seen a mass failure rate in WAEC, NECO and JAMB in certain geo-political zones of the country and those are the ones that adopted this mother tongue in an oversubscribed manner.

     “This is about evidence based governance. English now stands as the medium of instructions from the pre-primary, primary, junior secondary, senior secondary and to the tertiary education level.”

    “Using mother tongue language in Nigeria for the past 15 years has literally destroyed education in certain regions. We have to talk about evidence, not emotions,” he said.

    According to him, data gathered from schools across the country revealed that students taught primarily in indigenous languages recorded higher failure rates in national examinations and struggled with basic English comprehension.

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    “The national policy on language has been cancelled. English now stands as the medium of instruction across all levels of education,” he declared.

    The minister urged stakeholders with differing views to present verifiable data to support their positions, adding that the government remained open to evidence-based dialogue that would strengthen the education sector.

    He commended the British Council for its continued partnership with Nigeria in advancing education reforms and promoting inclusive language and learning policies.

    Minister of State for Education, Prof. Suwaiba Ahmed, spoke on other areas of focus by the government to address the teaching and learning crisis at the foundational level of education.

    Ahmed said a new training package had been designed for teachers that would help literacy and numeracy learning.

    ”Now we are designing a training package for the teachers that focus on the learning of literacy and numeracy.

    “This is specifically training teachers that teach across the foundation level from pre-primary to primary one to three.

    “We are training them how best to teach literacy, how best to teach numeracy,  and of course, the approach,” she said.

    Also, the Country Director, British Council Nigeria, Donna Mcgowan, pledged the council’s continued support and expertise to Nigeria’s education policies aimed at repositioning the education sector.

    ”We’re committed to working hand-in-hand with the ministry. We work across all areas of education in terms of supporting teacher professional development, school leadership and language proficiency,” Mcgowan said.

  • Include mandatory AI in education charter, Nigeria, others urged

    Include mandatory AI in education charter, Nigeria, others urged

    The 2025 HP Futures Report has called for Nigeria and governments worldwide to establish a mandatory Global Artificial Intelligence (AI) in Education Charter.

    Led by the Global Learning Council, T4 Education and HP, 100 global education, technology and policy experts, in the report published on Tuesday, encourage the adoption of ethical, pedagogical and safe classroom technology.

    The charter would require vendors to prove data privacy, learner-data ownership, and environmental sustainability, with safeguards for minors and bans on exploitative practices.

    The report, which was made available to The Nation, surveyed 2,860 students from 21 countries, finding that over 60 per cent use AI daily for research while 71 per cent support limits to AI capabilities in education.

    The findings will be presented to education ministers at the World Schools Summit in Abu Dhabi, November 15-16, 2025, recommending policymakers to create responsible, equitable AI-powered learning environments to effectively prepare students for the future of work.

    “AI has the power to deliver personalised, high-quality learning to billions; but realising that promise requires responsible and effective adoption.

    “As technology advances faster than policies and institutions can keep pace, education must evolve now to prepare students for an AI-driven future,” Chief Commercial Officer at HP and Chair of HP Futures, David McQuarrie, said.

    Director and Global Head – Education Business and Strategy at HP and HP Futures Project Lead, Mayank Dhingra, said: “Today, we stand at the cusp of the AI revolution in education. We call on policymakers in Nigeria and around the world to lead with intent and put educators and students at the centre of all AI implementation programmes.

    “Our HP Futures Councils have outlined a roadmap for how AI can be deployed effectively to enhance education systems and learning outcomes across diverse contexts.  Making this progress will not be easy, but it is possible, and necessary to build the AI-enabled, student-centred schools and universities that the learners of tomorrow deserve to attend.”

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    Founder and CEO of T4 Education, Vikas Pota, stated that “If we’re to build a world in which every child receives not only a quality education, but is fully equipped to enter the workplace of tomorrow, then AI is the key.”

    Pota, however, said: “Yet the pace of change is happening faster than policy can keep up, and it is vital that education ministers in Nigeria and around the world ensure that technology is effectively harnessed in the service of education and not to its detriment. This report provides them with the evidence and tools to do so.”

    The report’s recommendations to policymakers in Nigeria and countries worldwide were informed by a consortium of policy leaders, educational technology (EdTech) entrepreneurs, NGO leads, academics, teachers, and lecturers from across the globe.

    They recommendations include the need to urgently ensure inclusive AI adoption strategies are created to prevent the AI era deepening educational divides, and guarantee baseline, equitable access to core LLM-based services for schools; ensure that AI should fundamentally augment and not replace teachers.

    The report also recommends creating policy that ensures educators are consulted in the development of any widely deployed AI tools, and that technologies rolled out in schools have clearly defined educational objectives.

    It also called on Nigeria and countries worldwide to give students a formal seat in AI governance and policy design, as youth insight will be essential in ensuring supportive, realistic AI adoption going forward.

    The 2025 HP Futures Report also recommends overhauling traditional curricula to ensure they centre on lifelong skill-building and analytical, creative, and human-centred skills, rather than age-based knowledge milestones.

    The report considered greater emphasis on philosophy, ethics, history and interdisciplinary problem-solving throughout K-12 and higher education, in addition to coding and tech elements.

    Other recommendations include ensuring that “friction” remains in the learning system to protect students’ learning and job market-readiness; students should be taught to think critically and engage with AI thoughtfully, rather than relying on it to do their thinking.

    It also said educators must introduce challenges that encourage reflection, preventing passive acceptance and over-automation; urgently commission national “AI-readiness baseline” surveys before honing AI in education policy or procurement.

    Also, every ministry should audit leadership confidence, infrastructure, security and equity gaps to inform roll-out priorities; ensure education policy is “live” and reactive, with mandatory annual policy refresh cycles to ensure that state school systems and policies keep pace with AI.

    The report further said frequent Large Language Model (LLM) updates mean policies need regular review and global collaboration to stay relevant and ready for evolving AI scenarios.

    It also urged Nigeria and other countries across the globe to urgently ensure that all policymakers, school and university leaders involved in setting AI policy go through rapid “AI literacy training” that undergoes continuous review.

  • ASR Africa inaugurates 500-seat lecture theatre at Adamawa varsity

    ASR Africa inaugurates 500-seat lecture theatre at Adamawa varsity

    The Abdul Samad Africa Initiative (ASR Africa) has inaugurated its completed 500-capacity lecture theatre at the Adamawa State University, Mubi, Adamawa State with four boreholes provided for the institution.

    The N350 million lecture theatre, which is executed under its ASR Africa Tertiary Education Grant Scheme, provides sustainable and impactful educational infrastructure aimed at addressing infrastructure gaps across Nigerian universities, and beyond.

    Speaking at the inauguration, the vice chancellor of the university, Prof. Augustine Clement, lauded ASR Africa and its chairman for his visionary philanthropy, which birthed the well-equipped lecture theatre. He said: “The university is thankful to ASR Africa and its chairman for this laudable donation. We will put the lecture theatre to immediate use to the benefit of our students and lecturers.”

    Managing Director, ASR Africa, Dr. Ubon Udoh, in his speech, acknowledged the management of the school for fulfilling the various requirements to be selected for the project.

    In his words: “Today’s commissioning of this 500-seat capacity lecture theatre, here in Adamawa State University, is a testament to ASR Africa’s mandate of delivering on its promises to beneficiaries of its grants. It is also the demonstration of the commitment of our Chairman, Abdul Samad Rabiu, who has been passionate about providing support in the areas of education, health and social development.”

    Speaking on behalf of the Chairman of ASR Africa at the event, Dr. Idi hong (Director, Government Relations), expressed appreciation to the management of the university for cooperating with the ASR Africa team to deliver on the project. He affirmed: “The 500-seat capacity lecture theatre which is being commissioning today, is a project that was dear to the heart of our chairman. And this is evident in his ensuring that it is completed timeously regardless of the recent economic headwinds that the country just survived. On his behalf, I urge the university to continue in its path of academic excellence for the good of the State and the nation at large”.

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    Governor Ahmadu Umaru Fintiri, in company of Borno Governor, Prof. Babagana Umara Zulum, thanked the Chairman of ASR Africa, Abdul Samad Rabiu, for supporting the State’s educational efforts with the lecture theatre. He stated: “This donation by ASR Africa, is commendable, and worthy of emulation. The lecture theatre could not have come at a better time than this, as it will provide the students better conductive learning environment, improve access to portable water within the campus and enhance the university teaching space for large lectures, conferences and other academic activities.”

    This project reflects ASR Africa’s ongoing commitment to strengthening educational infrastructure, fostering academic excellence, and improving the quality of learning environments in Nigerian tertiary institutions. It is also in alignment with the Initiative’s broader vision of delivering sustainable, long-term impact in education as part of its mission to uplift and restore the dignity of Africans through meaningful development.

    During the university’s combined convocation ceremony (15th, 16th and 17th) today, the Chairman of ASR Africa, Abdul Samad Rabiu, was conferred with an honorary doctorate degree in recognition of his notable contributions and philanthropy interventions in the country. Dr. Aliyu Idi Hong (Director, Governor Relations, BUA Group) ably represented the Chairman at the conferment.

    The ASR Africa Tertiary Education Grant Scheme was established to bridge infrastructure gaps and support academic advancement across African Universities. To date, over 30 institutions in Nigeria have benefitted from the scheme, with grants ranging from N250 million to N2 billion, supporting projects that embody impact, relevance, and sustainability.

    ASR Africa, the brainchild of African Industrialist, Philanthropist and Chairman of BUA Group, Abdul Samad Rabiu, was established in 2021 to provide sustainable, impact-based, homegrown solutions to developmental issues affecting Health, Education and Social Development within Africa.

  • 448 bag first class as UI graduates 5,900 students

    448 bag first class as UI graduates 5,900 students

    THE Vice Chancellor, University of Ibadan (UI), Prof. Kayode Adebowale, said yesterday that 448 of the 5,900 graduating students of the 2024/2025 academic session obtained First Class degrees across various fields.

    Adebowale disclosed this at the first day of the convocation ceremony meant for Arts, Science, Basic Medical Sciences, Clinical Sciences, Public Health, Dentistry and Pharmaceutical Sciences, held on Tuesday in Ibadan.

    He congratulated the graduands, describing their success as a reflection of discipline, hard work and perseverance.

    He added that the university had prepared them to face global challenges with competence, character and creativity.

    According to him, the institution remains Nigeria’s premier and among Africa’s most prestigious universities. The University of Ibadan has trained you to seize future opportunities with confidence and integrity.

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    Adebowale said that UI’s Postgraduate College, the largest in Africa, continued to produce high-level manpower for national and global development, while the newly established Faculty of Computing positioned the institution at the forefront of digital innovation.

    He acknowledged the nation’s economic and infrastructural challenges, but praised the resilience of Nigeria’s scholars and students.

    According to him, the spirit of innovation continues to drive UI’s progress and sustain its leading role in higher education.

    He highlighted recent achievements by UI’s staff and students in international research, fellowships, and competitions, which, he said, demonstrated the institution’s commitment to excellence and relevance in the modern knowledge economy.

  • Low-income school owners advise members on financial prudence

    Low-income school owners advise members on financial prudence

    The Association for Formidable Educational Development (AFED) has reiterated that balancing quality education with financial prudence in an unstable economy is a complex but achievable goal.

    Speaking at the second edition of its educational forum, the keynote speaker, Prof. Sikiru Tayo Subair, noted that this requires a multifaceted approach, encompassing strategic resource management, technological innovation, collaborative leadership and supportive policy frameworks.

    He also stressed that the increasing integration of digital technologies and the shift towards lifelong learning models will reshape how education is delivered and financed.

    Subair advised school owners to cultivate resilience by developing flexible budgeting systems that can easily respond to economic shocks without compromising quality.

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    He also urged the government and educational policy makers to create environment that can encourage innovation, accountability and flexibility.

    The event, which was held at Digital Bridge Institute, Cappa, Oshodi, was themed: “Building Resilience: For Quality Educational Delivery and Steady Finance Growth”.

    AFED National President, Mr. Emmanuel Orji, noted that the event represents their commitment to the collective mission of promoting education and financial growth.

    “This is an annual forum for us to review some of the steps we have taken in the past and also some other steps we need to take to ensure that we enhance our school and at the same time, open up potentials that will enable Nigerian children to have access to education,” Orji said.

    Speaking on the theme of the event, the Lagos State Controller, Mr. James Lartey-Lartey, said it is a call to action, a challenge to rethink on strategies, and a reminder that resilience is not just a trait, but a necessity for educators, students and institutions alike.

    “In today’s fast-changing world, resilience is no longer a luxury; it’s a requirement. It’s the ability to adapt, innovate, and to thrive in the face of adversity. It’s about creating a learning environment that fosters creativity, critical thinking and emotional intelligence,” he said.

    The Communication and Media Director, AFED Lagos, Mr. Olatunji Sufi, noted that finance poses a major problem in the educational sector, especially for the private school owners. He added that getting loan from most of the financial institutions is tasking.

    “We don’t need loans with high interest. The majority of us are low income school owners. We need finance. We are partners in progress with the government because we are the ones catering for the less privileged children,” he noted.

  • 82 students get firstclass in Bingham varsity

    82 students get firstclass in Bingham varsity

    • 1,576 graduands to receive certificates

    About 1, 576 students of Bingham University in Karu Local Government Area of Nasarawa State would graduate from the institution on Saturday.

    Of the figure, 82 students bagged first class degrees; 464 (second class upper degrees); 260 (second class lower degrees); 40 made third class while two got pass degrees.

    Vice-Chancellor of the university, Prof. Haruna Ayuba, made the disclosure in Karu   a press conference on Tuesday ahead of the 6th convocation ceremony of the institution on Saturday. Ayuba added that of the 1,576 graduating students, 268 of them are Medical Doctors while 460 are Postgraduate students.

    He said: “For the undergraduate programmes, a total of 1,116 graduands were found worthy in both characters and learning to be awarded first degree in various disciplines for which they were trained in the 2024/2025 academic session..

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    “For the postgraduate programmes, a total of 460 graduands were found worthy in both character and learning to be awarded various postgraduate degrees. “We, therefore, have a total of 1, 576 graduands that will be convoking on Saturday 15/11/2025.

     “I congratulate all the graduands on behalf of the BOT, Council, Management, Senate, Staff and all Stakeholders of the University.

     “To demonstrate our commitment to efficient and effective service delivery to our students, their certificates will be ready for collection after the convocation ceremony.”

    Ayuba said the convocation would not only feature the academic achievements of its graduands but also a “celebration of two decades of commitment to educational excellence, spiritual development, institutional growth and societal development.”

  • Ikenne High School old students give back to alma mater

    Ikenne High School old students give back to alma mater

    It was a memorable reunion recently when the 1989/ 1990 set of Ikenne Community High School, Ogun State, converged to give back to their alma mater, 35 years after leaving the school.

     Members of the set came from within and outside the country to honour their school. They relieved fond memories of school days and thanked God for keeping them alive.

      Chairman of the event and former teacher of the school, Olusegun Awoyomi recalled, “About 40 years ago, I alighted from the expressway. And I trekked to find my way to Ikenne Community High School. What was in my mind at that time was just to stay in the school for just six months. I was coming like any other stranger. But on entering the school, I met the principal, who felt I was a corps member. But I told him I was here to take up appointment.”

    Speaking further, he added the principal asked the subject he wanted to teach and he said Physics.

    “He stood up, grabbed me and said we need you here. Inwardly, I thought I was leaving in six months’ time. He couldn’t comprehend how I left university at a tender age. But he accommodated me and took me from class to class. Since 1985, I’ve never left Ikenne because of what God destined it to be.”

    Specifically, Awoyemi stated there was a time he got tired of the school, but the 1989/1990 set achieved a feat which made him to stay.

    He further recounted, “I would take some of them for quiz competitions and we won laurels. We won at the state and inter-state levels. I’m always happy seeing their faces. One of them sent me one million naira. Those are the things we gain by being teachers.  It is heartwarming to see how you have grown and excelled.

    “Your obedience, discipline and thirst for knowledge laid the foundation for the successes you have achieved in life. You have set a remarkable precedent by choosing to give back to your alma mata. Your initiative to organise this debate competition is a testament to your commitment to foster academic excellence and promoting healthy completion among the current crop of students. I commend you for this and I know that your efforts will inspire and motivate the students to strive for greatness.”

    To the current students of Ikenne Community High School, he advised, “I must say that you are the beneficiary of a wonderful legacy. The 1989/1990 set has shown you the importance of hard work, dedication and the value of giving back. I urge you to take a cue from the ex-students, emulate their virtues and let their stories be a source of inspiration for you. Remember the seeds of success are sown in soil of obedience, diligence and a passion for learning.”

     As for teachers, he advised, ‘keep doing whatever you are doing. Do it well. At the end of the day, it will be better for you.’

     On her part, the Principal of the Senior School, Adedeji Rukayat Adebisi, enjoined the current students to emulate what their seniors have done by giving back, adding “When you give back, it is an inspiration to the younger ones wherever they go.’

     Speaking in a similar vein, the Senior Prefect of the set, Omotayo Damola, enjoined the students to keep learning reminding that knowledge is power.

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     He also canvassed unity and cooperation among the old students to move the school forward.

     “I feel wonderful to be able to see our old colleagues. My advice to other set is that we must work together as one. When there is cooperation, anything can be accomplished. The students, on their part, must keep on learning and never get tired of learning. Anywhere they are, their knowledge will always put them ahead. If they keep learning, it will be useful for them in the future.”

    On her part, the Head Girl of the set, Iyabo Lawal, said the school moulded them into who they are, hence they have a responsibility to give back.

     “It is always good to appreciate and give back. Besides, government cannot do it alone, so, it is the responsibility of alumni to give back. It is also a way to encourage the current set of students to aspire and make it in life, so that they, in turn, can return to give back to their alma mater.”

     Lawal also advised the students on the responsible use of social media.

     The Director of Socials, Olumuyiwa Lukan, also advised the students to love and respect one another, and never look down on anyone.

    Another old student, Olubunmi Obafemi, advised the students to be dedicated and focused.

    There was also debate competition among the senior secondary school students and quiz competition for the junior school category.

     School uniforms were also distributed to some indigent students at the ceremony.