The Nation Newspaper

Category: Education

  • NBTE to downgrade poly lecturers without Masters five years after employment

    NBTE to downgrade poly lecturers without Masters five years after employment

    The National Board for Technical Education (NBTE) has directed that academic staff in Polytechnics and other Technical and Vocational Education and Training (TVET) institutions who fail to obtain a Master’s degree within five years of employment will be converted to non-teaching staff.

    Executive Secretary of NBTE, Prof. Idris Bugaje, issued the directive in a circular dated September 10, 2025, addressed to all rectors and provosts of TVET institutions.

    Bugaje expressed dismay that many degree and Higher National Diploma (HND) holders employed as lecturers had failed to upgrade their qualifications despite years of service.

    Read Also: NBTE, senior staff hit back at ‘false, malicious’ recruitment scandal report

    According to him, the regulatory board has now approved a five-year moratorium from the date of employment for academic staff to obtain a Master’s degree.

    “Any academic staff who fails to acquire a Master’s degree after five years of employment shall be converted from academic staff to non-teaching staff,” the circular stated.

    The NBTE boss said the measure takes immediate effect and warned institutions to ensure strict compliance.

    He stressed that the move was aimed at improving teaching standards in polytechnics and other TVET institutions in line with global best practices.

    Bugaje urged rectors and provosts to enforce the directive, assuring them of the board’s support in driving quality and professionalism in Nigeria’s technical education sector.

  • How to fix school fees crunch with smarter payments, by Ope Adeoye

    How to fix school fees crunch with smarter payments, by Ope Adeoye

    Back-to-school is supposed to be a cheerful rhythm—fresh uniforms, packed lunch boxes, morning assemblies. Yet behind the smiles sits a quieter reality: many school owners are entering a new half-term still carrying last term’s fees. That cash-flow gap slows everything else—payroll, supplies, minor repairs, even the fuel that powers school vans. 

    In practical terms, it’s an SME problem: private schools are small businesses, and small businesses are the spine of our economy. MSMEs account for 96.9% of businesses, 87.9% of employment and 46.32% of GDP in Nigeria, according to the NBS/SMEDAN 2021 survey highlighted in PwC’s MSME report.

    Parents are struggling too. The last academic year brought broad cost pressures—from transport to supplies—and multiple outlets reported families under strain as fees rose with operating costs. In response, many proprietors say they’ve gone “softer” to retain pupils, allowing instalments, deferrals and long grace periods. That keeps classrooms full but leaves cash thin. BusinessDay’s reporting captured this carrot approach as a survival tactic, not a strategy.

    The macro context matters. Nigeria’s digital payments rails are stronger than ever. In 2023, e-payment values hit roughly ₦600 trillion, up 55% year-on-year, and NIBSS Instant Payments (NIP) transaction value reached about ₦476.89 trillion in H1 2024, up 39% from H2 2023, evidence that Nigerians already trust electronic channels for everyday value exchange. At the merchant layer, acceptance has broadened; a 2024 study commissioned by Visa suggests about 60% of Nigerian retailers now accept digital payments (40% remain cash-only), underlining an economy steadily rewiring itself.

    Yet one class of payment still behaves like yesterday: recurring, obligation-style payments, with the school fees paid term after term. Transfers and manual reminders require parents to remember and repeat; if cash is tight in a given week, the “I go pay next week” loop begins. Schools, meanwhile, carry administrative cost and emotional labour: staff time spent compiling ledgers, sending WhatsApp nudges and reconciling bank alerts.

    Nigeria already has the plumbing to make recurring payments behave differently. NIBSS Direct Debit (and its Central Mandate Management System) lets a payer grant consent once for a defined amount and schedule; debits then occur on the agreed dates, under bank-grade rules overseen by the Central Bank and NIBSS. 

    The CBN’s guideline on the direct-debit scheme dates back over a decade; it’s not new, it’s simply under-used in many consumer contexts.

    What would it look like if more private schools moved fee collection from “chase” to “consent”? In plain terms: Parents approve once, in advance. On each due date, the agreed amount moves automatically; Schools regain predictability. Cash-in matches lesson plans and payroll cycles; Fewer reminders, fewer awkward conversations. Administration shrinks; relationships improve.

    This isn’t theoretical. Across sectors, from utilities to loan repayments, direct debit is the quiet engine that keeps revenue regular. Even NIP commentary from ecosystem players notes the availability of NIP-enabled direct debit for scheduled collections.

    Of course, adoption must be sensitive to parents’ realities. Instalments still matter; transparency and easy cancellation matter; and consent is non-negotiable. But the outcome is worth the design work: a school that can plan. A teacher who can rely on payday. A bursar who spends more time budgeting than begging.

    Read Also: Parents brace for new school session amid rising costs

    At OnePipe, we’ve spent years building connective tissue between businesses and Nigeria’s financial infrastructure. Recently we introduced PaywithAccount, a tool that helps schools (and other SMEs) formalise those consents and collect fees automatically via Nigeria’s direct-debit rails, with clear mandates and reminders built in. It’s not about making parents pay “more”; it’s about making agreed payments happen on time, with their permission, and with less friction. 

    By anchoring collections to the same trusted network that already powers most bank-to-bank transfers, we reduce reconciliation work and the emotional toll of repeated chasing.

    Why highlight this now? Because the cash-flow pinch is timely and solvable. Proprietors tell us the mid-term resumption is when arrears and promises pile up. Meanwhile, the national conversation keeps surfacing the ethics and impact of sending children home over unpaid fees. Whatever your seat in that debate, everyone agrees: stability helps schools serve better. Recent stories have shown how fee defaults cascade into salary delays and cutbacks, eroding quality.

    The task ahead requires not just product adoption, there’s also a need for behavioural change. Communications should be parent-friendly: plain language, instalment options, reminders before each debit, and a transparent pause/stop process. Schools should start with a pilot cohort (e.g., returning families who request instalments), track results for one term and then scale. And the ecosystem should continue to improve: better bank-level mandate UX, faster dispute resolution and clearer guidance for proprietors.

    Nigeria already proved it can leap in payments, our e-payment surge is not a fluke; it’s the compounding result of rails, regulation and user habit. Bringing school fees into that rhythm is the next practical step. For private education to keep teaching while costs rise, predictable cash-in is oxygen. When revenue is regular, schools can plan. When schools can plan, students thrive.

    That should be the goal of every stakeholder this term.

  • Realising objectives of new education curriculum

    Realising objectives of new education curriculum

    The Federal Government, as part of reforms in the education sector, has introduced a new curriculum with strong emphasis on imbuing pupils with practical skills and making them “future-ready” as stated by Education Minister Dr. Tunji Alausa. While the development resonates with observers and stakeholders in the education space for aligning with global best practices and meeting demands of 21st century learning, some schools of thought also believe it is the right step in the right direction and the way to go in terms of producing skilled and competent innovators. However, they have underscored the need to tone down expectations and the euphoria in the wake of the announcement, stressing that without competent personnel, robust infrastructure, sustained funding, positive mental attitude and realising the objectives of the new curriculum might be a mirage in the long run, DAMOLA KOLA-DARE and VICTORIA AMADI report

    Buoyed by the need to adapt learning needs of pupils to meet current realities, the Federal Government announced the introduction of a new curriculum for basic, secondary, and technical education, which will be implemented at the commencement of the 2025/2026 academic session.

    The curriculum, according to Education Minister, Dr. Tunji Alausa, is intended to emphasise skill-based learning such that Junior Secondary School (JSS 1) pupils pick at least one trade subject to enhance their  practical skills.

    A document developed by the Nigerian Education Research and Development Council (NERDC) revealed that the six practical skills available are Solar, Photovoltaic installation and maintenance, Fashion design and garment making, Livestock farming, Beauty and cosmetology, Computer hardware and GSM repairs, Horticulture and crop production.

    A statement by the Federal Ministry of Education’s spokesperson, Folasade Boriowo, indicated that the review was conducted in collaboration with the NERDC, the Universal Basic Education Commission (UBEC), National Secondary School Education Commission (NSSEC), National Board for Technical Education (NBTE), and other important stakeholders.

    The statement noted that the new framework balances subject offerings with more practical learning.

    The ministry said at the primary level, pupils in Primary 1–3 will offer 9–10 subjects, while those in Primary 4–6 will take 10–12 subjects.

    For Junior Secondary School, they will take 12–14 subjects; Senior Secondary students will offer 8–9; and technical schools 9–11 subjects.

    Alausa said: “The review of these curricula is based on best practices and design approach following the requisite stages, criteria and involving a broad-spectrum of critical stakeholders.”

    According to the minister, the content covers new areas pertaining to digital literacy, robotics and artificial intelligence, new technologies and subject-based skills.

    He said the new curriculum is learner-centred and focused on 21st-century skills that are transferable and issues of values, national heritage and effective citizenship.

    “One thing we want to achieve in the curriculum reform process is to ensure content learnability and coverage, thereby improving learning outcomes across all subjects.

    Read Also: Police arrest self-proclaimed “Obi of Lagos,” foil installation ceremony

    “Thus, the curricula and subject offerings have been scaled down drastically to align with global standards and engender effective learning at the various levels of primary and senior secondary education,” he added.

    While the minister’s emphasis on digital literacy, robotics and artificial intelligence, new technologies and subject-based skills, and learner-centred curriculum resonate deeply with stakeholders, they, however, on the flip side remind him how essential it is to put proper structures in place to actualise the aims and objectives of the curriculum.

     New curriculum imperative

    The National President of Early Childhood Association of Nigeria (ECAN), Prof. Babajide Abidogun, noted that there was sufficient justification for adapting the new curriculum to modern trends. He cited the high unemployment and underemployment rates in the country, adding that introducing vocational training like solar photovoltaic installation, fashion design, livestock farming, and computer repairs directly addresses this by equipping students with skills that can lead to immediate employment or entrepreneurship.

    He said: “In a country like Nigeria, where formal job opportunities are often limited, entrepreneurship is a major survival strategy. With this curriculum, students could gain hands-on skills that would allow them to become self-employed. It could also encourage innovation and youth-driven businesses, especially in areas like fashion design, computer repairs, or agricultural ventures, which are in demand.

    “Agriculture remains a significant sector in Nigeria’s economy, and introducing trade subjects like horticulture and livestock farming is a direct response to the need for greater agricultural output. By providing students with these skills early on, the government is helping to build a future workforce that can contribute to food security and agricultural sustainability in the country.

    “Around the world, countries are moving away from purely academic-focused education systems and embracing technical education. Germany, for example, has a highly successful vocational training system, and Nigeria could benefit from adopting a similar model. This curriculum change could be a step towards narrowing the skill gap in Nigeria and making the country more competitive in a globalised economy.”

    Likely hurdles, hindrances

    Abidogun noted that while the curriculum was well-intentioned, there were several hurdles, which need to be scaled to make it feasible.

    The don said: “The Nigerian education system already faces challenges in terms of a shortage of qualified teachers, especially in specialised fields. For the new curriculum to be effectively implemented, there would need to be an influx of skilled instructors for each of these trade subjects. For example, solar photovoltaic installation is a highly technical field that requires expertise not just in theory, but also in practical application. Similarly, for fields like fashion design or GSM repairs, the teachers need both the technical know-how and pedagogical skills to transfer knowledge effectively.

    “Even if there are teachers available, many may need to undergo specialised training to adapt to the new curriculum. Continuous professional development programmes would be necessary to equip teachers with up-to-date knowledge and teaching methods.

    “The availability of teaching materials and infrastructure is another significant hurdle. For subjects like solar panel installation or GSM repairs, specialised equipment and labs are required. Without proper funding and resources, these subjects may only remain theoretical. For example, in the rural areas, where schools might lack basic facilities, implementing such a curriculum would be even more challenging.”

    The need for ample time for more consultation

    For Head of School, Mare Schools, Lagos, Mr. Onanuga Olubayo, when a new curriculum is released, there is usually a window period for schools to align, but hurrying compliance and expecting great results is just “one recipe for failure”.

    He said: “To start with, we simply as of now do not have the required personnel to actualise the curriculum and a window period of nothing less than 6 months or even a full academic year should be given to allow for further consultation with stakeholders and organise on-point, adequate training to prepare the personnel that would then be deployed to schools nationwide to help actualise or facilitate the execution of the curriculum.

    ”Secondly, one of the major issues we have had with education in this part of the world is not properly defining educational objectives and even if this one achieves excellent returns, an instance of unstable government policies that has plagued the country would always be a major point of reference.”

    Effective implementation crucial

    For effective implementation, Abidogun highlighted recruitment and retraining of teachers, partnership with the private sector, proper funding, awareness campaign and advocacy as essential elements.

    “The Ministry of Education, along with the relevant state and local education authorities, should prioritise the recruitment of qualified personnel to teach these trade subjects. Additionally, extensive teacher training programmes must be implemented to ensure that educators are not just knowledgeable in their fields, but are also trained in the methods of imparting practical skills.

    “To bridge the gap in expertise, the government could collaborate with industry leaders and businesses in fields like solar technology, fashion, and ICT. These partnerships can lead to the establishment of apprenticeship programmes and professional training workshops for both students and teachers. It could also lead to donations of equipment and learning materials by companies that operate in these sectors.

    “The government needs to invest heavily in modernising schools, particularly in rural areas. This includes building technical training facilities, providing essential equipment, and ensuring that students have access to the materials required to learn and practise their trade.

     “The government should also create incentives for private companies to invest in vocational education. For instance, tax breaks for companies that sponsor vocational training programmes or provide equipment to schools could help fill the resource gap.

    “There is a need for a stronger public-private partnership to support the implementation of this curriculum. This could include the involvement of companies in curriculum development, provision of materials, and internships for students. Additionally, setting up business incubators and entrepreneurship hubs within schools or communities could be a viable way to make sure students can utilise their trade skills for self-employment.

    “It will be crucial to educate both parents and students about the value of vocational education. There is often a societal bias towards academic learning, especially university degrees, and vocational training is sometimes viewed as a last resort. The government, with the help of stakeholders, should launch campaigns to change this mindset and highlight the benefits of acquiring trade skills early on.”

    Olubayo added that political will on the part of the government to see to the successful execution of the objective should be strong. He stressed the need for proper dialogue with stakeholders on education and creating an avenue to market the idea to them, adding that it is essential to adequately equip schools and provide all necessary materials and facilities across the federation.

    ”Adequately equipping teaching personnel with the materials and requisite training needed to train the students, organising regular workshops and training for them, providing  a well-defined framework for teaching, execution of the objective and method of effective evaluation and giving  meaningful incentives to exceptional students, schools and teaching personnel across the nation are extremely important,” he said.

    ‘Important to start from scratch, objectives will be met’

    On the flipside, Vice Chancellor African School of Economics, Prof. Mahfouz Adedimeji, in a terse message, said: “I deem the reform one of the best to happen to the education sector. I consider it a smart curriculum for smart students.

    “I believe efforts are on to train teachers, who will in turn train their colleagues in the TTT format. Everything doesn’t have to be ready immediately.

    “I remember that when the Computer-Based Test first started as an approach of screening undergraduate students, people were concerned about students from rural areas and infrastructure. Today, everyone is used to it. What is important is to start from somewhere.

    “I have a positive mental attitude that objectives will be met. Whatever can be conceived and believed can as well be achieved.”

    Ibrahim: it must not be rushed

    According to the Founder, Baiwa Foundation for Human Development, Dr. Mikailu Ibrahim, the scope and intention of reviewing the curriculum are good. However, Ibrahim warned about rushing to implement it in 2025/2026 academic session. He added that approving and launching the curriculum is one thing, but strategies for implementing it is another.

    “A lot of engagements are required to build the capacity of education stakeholders, administrators, teachers, communities, and parents- to understand the import of the curriculum for implementation,” he noted.

    A welcomed initiative, says APSON

    According to the National Deputy President, Association of Private School Owners of Nigeria (APSON) Nigeria, Hajiya Maryam Magaji, the development is a welcomed one. She noted that it will equip students with practical skills, making them more employable and self-reliant in the future.

    “The six practical skills introduced, including Solar Photovoltaic installation and maintenance, Fashion design and garment making, Livestock farming, Beauty and cosmetology, Computer hardware and GSM repairs, and Horticulture and crop production will provide students with diverse opportunities for personal and professional growth.

    “APSON looks forward to collaborating with the government to ensure a smooth implementation of the new curriculum, starting with the 2025/2026 academic session. We are confident that this initiative will enhance the quality of education in Nigeria and produce ‘future-ready’ students,” she said.

     AFED lauds development

    The National President of the Association for Formidable Educational Development (AFED), Orji Kanu Emmanuel, who lauded the development, noted that for too long, pupils have been burdened with an excessive number of subjects that often lack practical application.

    Orji noted that the reduction in the number of subjects is a significant step towards ensuring that students are equipped with relevant knowledge and skills.

    On the way forward to ensure the successful implementation of this curriculum, the AFED president, urged the government to collaborate with stakeholders, including school associations, to monitor adherence to the new framework.

    He also appealed to the government to provide support to low-cost schools in implementing the new trade subjects, given the tight timeline.

    “The Minister of Education’s assertion that this curriculum is “future-ready” resonates deeply, as it streamlines subject offerings to focus on essential skills and trades.

    “This development is long overdue, and it’s imperative that Nigerian schools prioritise teaching children skills that will make them future-ready.

    “The new curriculum represents a crucial shift towards equipping students with practical skills, digital literacy, and trade expertise. We commend the government for this initiative and look forward to seeing its positive impact on our education system,” Orji noted.

    Also lauding the development, the State Controller, AFED, Mr. James Lartey-Lartey, said it has been long overdue. He noted that the new curriculum is well-balanced and the subjects are coordinated in such a way that it will prepare the children for the future.

    However, he also appealed that the necessary needed manpower and infrastructure should be put in place for its implementation.

    “Before this would be implemented, the government should ensure that the content of the curriculum is well spelt out. Teachers should be well-trained to handle these subjects as well as the machinery needed to implement the subjects,” Lartey-Lartey advised.

    President, Coalition of Non-State School in Nigeria, Dr. Saleh Adamu Kwaru, stated that the recent curriculum review is undoubtedly a positive and timely development, adding that as global innovation accelerates, it is imperative that the educational framework evolves to meet emerging demands.

    However, Kwaru expressed one pressing concern; being that many schools had already acquired textbooks prior to the announcement, and with classes now in session, they are still awaiting comprehensive details. He hopes the rollout will be expedited to ensure smooth and full implementation

    “The appointment of Prof. Salisu Shehu as Executive Secretary of NERDC has ushered in a wave of transformative initiatives within the agency. Stakeholders across the board have expressed strong support, especially for the revised curriculum, which now reflects contemporary realities and avoids the pitfalls of obsolescence,” Kwaru said.

  • NABTEB, stakeholders review syllabuses for 26 trade areas in technical colleges

    NABTEB, stakeholders review syllabuses for 26 trade areas in technical colleges

    The National Business and Technical Examinations Board (NABTEB) in collaboration with stakeholders in the education sector have commenced a review and validation of syllabuses for 26 trade areas in technical colleges.

    Speaking at the opening of a five-day workshop to review the syallabi, in Abuja, NABTEB Registrar and Chief Executive, Dr. Mohammed Aminu Mohammed, said the review was a landmark reform.

     The five-day workshop brought together education regulators, industry stakeholders, principals of technical colleges, and curriculum experts.

    The review and validation exercise will run tomorrow, after which the newly revised syllabuses are expected to be deployed to technical colleges nationwide.

    He explained that the 26 trades under review covered both emerging technologies and traditional vocations, ensuring that technical graduates can compete globally while meeting domestic manpower needs.

     Mohammed said that the exercise reflected Nigeria’s deliberate strategy to make Technical and Vocational Education and Training (TVET) a driver of national development.

    Read Also: Tinubu orders further crash in food prices

    He said: “It is with immense pleasure and profound gratitude that I welcome you to this historic ceremony for the comprehensive review and validation of twenty-six specialised trade syllabi for our technical colleges.

     “Today marks a great moment in Nigeria’s journey towards educational excellence and economic transformation. We are participating in an initiative that will reshape the landscape of technical education in our nation.

     “The twenty-six trade areas represent critical sectors pivotal to Nigeria’s economic diversification agenda and our quest for technological independence.”

     Among the trades are robotics, coding and machine learning, industrial mechanics, smart agriculture, cinematography and creative media production, social media and digital communications, automotive mechatronics, electrical and solar panel installations, hospitality and catering, mechanised agriculture, beauty therapy and cosmetology, as well as fisheries and aquaculture.

     Mohammed stressed the significance of balancing innovation with sustainability.

    The NABTEB chief added that industry input was invaluable in shaping the new syllabuses.

    He added: “The inclusion of environmentally conscious programmes such as Solar PV Installations and Smart Agriculture demonstrates our commitment to sustainable development.

     “These programmes position Nigeria as a leader in green technology adoption while addressing critical challenges in energy and food security.

     “This initiative exemplifies the power of collaborative partnership in educational development. The seamless cooperation between NABTEB and NBTE demonstrates effective inter-agency collaboration in advancing technical education.

     “Our industry partners have provided critical insights into market demands and emerging trends. Their contributions ensure that the syllabi are not only academically sound but also practical roadmap for career success.”

    Also speaking, a representative of principals of Federal Technical Colleges (FTC), Frank Omale, described the initiative as “a milestone that would help align technical education with the aspirations of Nigeria.”

    Omale, who doubles as the principal, FTC, Orozo, pledged the support of principals to the successful implementation of the trade curricula, adding that they would continue to mentor and guide students to become skilled, disciplined and patriotic citizens.

    Director of Technology and Science Education, Federal Ministry of Education, Dr Muyibat Olodu, represented by Mr. Kola Osundeyi, said the review was expected to enhance the quality and effectiveness of technical education in line with industry needs and global standards.

     She called on stakeholders to ensure that practical skills, emerging technologies and innovative teaching methods were fully integrated into the syllabi.

  • Parents brace for new school session amid rising costs

    Parents brace for new school session amid rising costs

    Families are now considering the costs of tuitions, uniforms and children’s school supplies with mixed feelings of anxiety and hope as schools reopen. FARUQ DUROSINMI, UWAIFO FAVOUR NDIDI, PRECIOUS NWOBODO and  SARUMI ADEBIMPE speak with parents in this report.

    As schools across Nigeria prepare to reopen after the long summer break, parents are tightening their budgets, shopping for supplies, and making last-minute arrangements to ensure their children return to the classroom smoothly.

    From stationery and uniforms to school fees and transport costs, the back-to-school rush has become a mixture of excitement and anxiety for families.

    Mrs. Biola Arije, a mother of three, said she has been making adjustments since July to spread out the financial burdens. “I started buying notebooks and shoes gradually, because waiting till September would have been overwhelming. With the economy the way it is, you can’t leave everything for the last minute,” she explained.

    For others, the struggle is more pressing. Mr. Daniel Umeh, a father of two secondary school pupils, admitted that the rise in tuition had left him anxious.

    “School fees have gone up again this year. I want the best for my children, but it means cutting back on other household expenses,” he told The Nation.

    Analysts said the start of a new academic session often exposes the financial pressure many Nigerian parents face. Beyond tuition, expenses include transportation, after-school lessons, lunch packs, and sometimes digital devices for blended learning.

    At local markets in Lagos, traders confirm that the demand for school-related items has surged. Madam Grace Ojo, who sells school uniforms at Balogun Market, said: “Since mid-August, parents have been coming in large numbers. Some are buying new uniforms, others are just patching up old ones.”

    Read Also: Police arrest self-proclaimed “Obi of Lagos,” foil installation ceremony

    Yet, beyond the economic angle, there is also a sense of optimism. Many parents see resumption as a fresh start for their children. “It’s not easy, but I’m happy they are moving to the next class,” said Mrs. Arije, whose daughter is entering senior secondary school. “We just pray for wisdom and strength to support them.”

    At Ikotun Market in Lagos, Mrs. Ayo, a business woman, said the profit from her day’s work will go straight to her children’s school accounts.

    “I stopped buying anything new for myself this holiday,” she said. “Every kobo is for fees. If we don’t pay on time, the children will miss classes, and I can’t let that happen.” We’ll do anything for their future,” Mrs. Ayo added.

    Some parents said they have been saving throughout the holiday to avoid last-minute borrowing, while others admit they are considering loans to meet payment deadlines.

    Mrs. Success Uwaifo, a mother of one secondary school student, explained: “School fees have gone up again this term. We had to cut down on our expenses during the holiday just to make sure our children don’t miss classes.”

     Mr. Emeka Peter, a carpenter in Lagos State, said he had to take on weekend jobs to raise enough money for his daughter’s primary school fees. “Education is not cheap anymore, but I cannot let my little girl stay at home,” he said. “Even if I have to work day and night, I will pay.”

     Despite these challenges, parents remain determined to keep their children in school. As classrooms prepare to welcome pupils back, it is clear that families are making sacrifices — cutting costs, saving throughout the holiday, and taking extra work — to secure one of the most valued investments in Nigeria today: a solid education for the next generation.

     Another parent, Emeka Ani, expressed worry over the high cost of education.

    “Everything in Nigeria has increased; increment in fees is not an exception, just that everyone is  finding it hard to pay the fees because of the economic situation in the country.”

    He shared some of the sacrifices he takes to make ends meet and sustain his wards in school. In all of this, he hopes that things will get better soon.

    “It is a reoccurring thing but by the grace of God, we will overcome it.

    Adeyemi Adeoye, a struggling parent and also a single father of two children, said: “To be honest, preparation is not a small thing this time around, but we are doing our best, we have managed to buy new shoes, some books and lunch items. The school fees haven’t been completed yet but I have spoken with the school and I’ll balance it soon. As parents, we always make sacrifices, we just want our children to resume well and stay focused with God, we’ll sort out the rest.”

    Mrs. Mojisola Samah, a middle class parent, stated: “I am well-prepared for my children upcoming school resumption.”

    I have taken care of the essentials, including school supplies, uniforms and textbooks. I have paid for their new class textbooks and school uniforms as I wanted a fresh start with new attire. I have already dewormed them and also take them for medical checkup. I have also made sure to stock up on snacks and healthy food, set up a dedicated study area at home, reviewed their schools schedule and planned our daily routines, discussed expectations and goals with my children to ensure they’re motivated and focused.

    “I am confident that with these preparations, my children will have a smooth transition back to school,” she said

    Pupils react

     Pupils admit that the rising cost of resumption has put serious pressure on their families, as parents struggle to meet up with multiple financial demands.

  • Heirs Energies, world body plan to transform literacy in Rivers

    Heirs Energies, world body plan to transform literacy in Rivers

    In commemoration of World Literacy Day 2025, Heirs Energies Ltd., Africa’s leading indigenous integrated energy company, and the World Literacy Foundation (WLF), a global non-profit dedicated to eradicating illiteracy, have announced the launch of the Sun Books Literacy Initiative in Rivers State.

    The initiative will directly benefit more than 500 pupils at Central State Primary School, Omuohia-Igwuruta, and Umuebulu Primary School, Umuebulu, both located within Heirs Energies’ OML 17 host communities.

    Pupils will receive solar-powered Sun Books tablets, preloaded with culturally relevant, curriculum-aligned literacy content and interactive learning modules. Solar panels will also be installed in the schools to ensure uninterrupted power for the devices and classrooms, creating sustainable access to education in resource-limited environments.

    Globally, more than 770 million people still lack basic literacy skills, with millions of African children facing barriers to education daily. In Nigeria, UNESCO estimates that one in three children cannot read or write at the expected level by age 10, with rural areas and girls most severely affected.

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    The Sun Books programme is designed to address these structural gaps by providing offline-first digital learning tools that work in low-infrastructure settings. Teachers in participating schools will also receive hands-on training to integrate digital literacy into classroom instruction, ensuring continuity of learning and stronger long-term outcomes.

    Originally piloted in Uganda, Sun Books has already reached over 17,000 children, trained more than 280 teachers, and supported over 48,000 families across Nigeria, Kenya, Uganda, and South Africa.

    Osa Igiehon, CEO of Heirs Energies, reaffirmed the company’s long-term vision for community empowerment:

     “As an integrated energy company, we know that renewable and sustainable energy must serve a greater purpose — building stronger, more resilient communities. Our investment in literacy is an investment in the next generation of leaders, innovators, and problem-solvers. This initiative reflects our Africapitalism philosophy – creating social good while delivering economic value. With Sun Books, we are empowering children to dream beyond their circumstances and equipping teachers with tools to make learning engaging and inclusive.”

    Mr. Andrew Kay, CEO of the World Literacy Foundation, underscored the global significance of the collaboration:

     “This partnership with Heirs Energies demonstrates the power of cross-sector collaboration. By combining renewable energy and digital learning, we are providing children with the opportunity to learn, grow, and succeed – regardless of geography or circumstance. Together, we are closing the literacy gap in underserved communities and preparing the next generation for the digital economy.”

    Adding the community perspective, His Royal Majesty, Dr. Samuel Amaechi, Chairman of the Board of Trustees, OML 17 Host Communities Development Trust (HCDT) Board of Trustees, said:

     “This initiative shows what is possible when companies listen to their host communities and act in partnership. Education is the greatest legacy we can give our children. With the Sun Books programme, our schools now have the tools to prepare them for the future. We thank Heirs Energies and the World Literacy Foundation for investing in our children and in the long-term prosperity of our communities.”

    The Sun Books Literacy Initiative serves as the launchpad for Heirs Energies’ Power Schools Initiative, which aims to deploy clean energy and digital infrastructure across schools in its host communities.

    This milestone also aligns with the UN Sustainable Development Goals (SDG 4: Quality Education and SDG 7: Affordable and Clean Energy), reinforcing both organisations’ shared commitment to building inclusive, sustainable, and knowledge-driven societies.

  • Earlybrite ends summer school programme

    Earlybrite ends summer school programme

    Earlybrite has successfully wrapped up its 2025 Summer School Programme, a dynamic initiative designed to equip children with practical knowledge, creativity, and exposure to technology while ensuring they enjoyed an unforgettable holiday experience.

    The online sessions saw students dive into technology and innovation learning to code with AI, understanding how artificial intelligence works, and applying it to solve real problems. They built games and applications, worked on team and individual projects, and enjoyed interactive classes with world-class tutors. They also connected with peers and benefited from mentorship sessions, both online and physically, where global experts in tech shared insights and guidance with the students.

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    The physical activities added even more impact. Students had hands on sessions where they learnt to build and programme robots, visited leading Tech organisations and innovation hubs in Lagos such as Max.ng, Tingo AI, Siltech, explored innovation at GITEX and had a fun-filled day at Omu Resort. These visits blended education with fun, giving children real-world exposure to how technology and creativity shape the future.

    Speaking on the programme, Earlybrite Representative Adewale Bryan said: “At Earlybrite, we believe learning should go beyond the classroom. This summer, our students explored technology, entrepreneurship, and creativity while also making lasting memories. The goal is to inspire them to dream bigger and see endless possibilities.”

    Parents and students praised the balance of academics, field trips, and hands-on activities, stating how the program built teamwork, curiosity, and confidence.

    Earlybrite remains committed to shaping the next generation of innovators and leaders by providing platforms where learning is both impactful and exciting.

  • Youth Corps member donates drugs, bin to FMC

    Youth Corps member donates drugs, bin to FMC

    A youth Corps member, Miss Blessing Nwokeoma, has donated over 200 packs of antimalarial drugs, insecticide treated nets, mosquito repellants, insecticide sprays and a  waste bin to the Federal Medical Centre, Yenagoa, Bayelsa State.

    Community Development Service Programme is a requirement for youth corp members nationwide.

    Miss Nwokeoma, who spoke yesterday to an audience of pregnant and nursing mothers at the Gynaecology and Obstetrics Unit of the Federal Medical Centre, Yenagoa, said the event is to sensitise the public on the dangers of malaria, its prevention, treatment and mode of transmission of the disease.

    Items donated included a waste bin, 25 insecticide treated nets, 40 tubes of repellant creams, 20 insecticide sprays and 200 antimalarial drugs.

    Miss Nwokeoma said: “I am a corps member currently serving at the Federal Medical Centre, Yenagoa. Today is my Personal Community Development Service, where I will be carrying out malaria sensitisation programme to create awareness about malaria and also to give preventive materials such as mosquito nets, insecticide spray, and repellant cream.

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    ‘‘I’ll also be donating a waste bin to the hospital which is my primary place of assignment.”

    She explained that she was motivated to embark on the CDS because of her background in Biochemistry and the attitude towards the prevention and treatment of malaria in Bayelsa State where the disease is prevalent.

    “I am a graduate of Biochemistry and am a health personnel. I have always seen people die of malaria and, of course, Bayelsa is a state where malaria is prevalent, so I took it upon myself to enlighten the people.

    “Though most people know about malaria, they don’t really take preventive measures seriously and this is the reason why I am carrying out the programme.

    “As for the sanicare initiative, it occured to me that the hospital is trying it’s best to promote environmental sanitation, but some people are still in the habit of littering the premises with refuse.

    “So, I have to donate a waste bin to be placed at a strategic spot where people trash their waste instead of dropping same on the floor.”

    “We are also trying to promote this because if you put refuse on the floor it can also create a fertile ground for mosquito to breed.”

    She expressed appreciation to the National Youth Service Corps for providing the platform for her give back to the community and make lasting impact.

    “I want to thank the NYSC scheme for providing us the platform to give back to our host community and make a long lasting impact on the society.”

    She urged fellow corps members to carry out personal community development service no matter how little it is.

    “My fellow corps members, I urge you all to carry out a personal community development project in your host community. It may not be much, but it might just be your little support of giving back to society and letting people know that there are some diseases that are preventable.”

    The Head of Clinical Services at the Federal Medical Centre, Dr Gesiye Bozimo, who received the donation, commended the corps member for the donation.

    A Senior Lecturer, Department of Entrepreneurship and Marketing, Federal University, Otuoke, Dr Joy Akahome, spoke about the negative impact of malaria on the economy.

  • How Kogi varsity is broadening access to tertiary education in Okun land

    How Kogi varsity is broadening access to tertiary education in Okun land

    Kogi State University, Kabba has emerged as a transformational educational institution progressively driving access to higher education in Okun land, the Western senatorial district of Kogi State. SANNI ONOGU, Chief Correspondent, in this report, traces the university’s history, highlights support from the government and the sons and daughters of Kogi West Senatorial District. The report illustrates how the university is shaping education and development in the area.

    For over six decades, the people of Okun land have longed for a university of their own. Even before Kogi State was created, education was deeply valued in Okun communities, with many sons and daughters of the land excelling academically both nationally and in the diaspora. The area once hosted the College of Agriculture in Kabba in the 1960s, affiliated with Ahmadu Bello University, which residents hoped could be upgraded to a full university. Despite having robust infrastructure, a steady stream of well-prepared students from thriving secondary schools and local academics willing to return home, the political will was notably absent for many years.

    This long-cherished aspiration was finally realised with the establishment of Kogi State University (KOSU) Kabba – nicknamed “Pajawiri University” – in June 2023 under the administration of former Governor Yahaya Bello.

    The term “Pajawiri’ means “emergency” in the local dialect, reflecting the sentiment that the university was established by the governor in a hurry to pacify the people and get them to support the then gubernatorial candidate of the All Progressives Congress (APC) and current governor, Usman Ahmed Ododo, to emerge victorious during the 2023 electoral contest in the state. Notwithstanding the epithet, the people of Okun land received the supposed Greek gift with both arms, supported its take off and commencement of academic activities in 2024.

    The law establishing the university was expedited in response to this prolonged regional demand, aiming to balance the educational opportunities within Kogi State, which previously favoured the eastern and central parts with their own universities. Kabba Province, representing the Okun people in the West, had been underserved in this regard, despite being a fertile ground for producing manpower for Northern part of the country.

    N8b for varsity’s infrastructure growth

    Findings revealed that the Kogi State Government has continued to demonstrate political will to grow the university. Following legislative approval and governor’s assent, the state allocated a substantial budget of approximately N8 billion for infrastructure development in the university. The amount covers the construction of essential academic buildings such as the Senate building, the Faculty of Science blocks, and residential hostels for students. The government has also improved infrastructure including roads within the campus, enhanced electricity supply, and digital systems to facilitate efficient academic and administrative operations.

    Sons and daughters of Okun land lift school

    Support for the university has not only come through government intervention but also from private individuals and groups associated with the Kogi West Senatorial District. Contributions by sons and daughters of Okun land have come in various forms, including cash donations, asset gifts, and community support initiatives. A notable example is Emeritus Professor Olatunji Dare, a distinguished son of the land, who recently made a significant donation of property to the university, marking a generous endowment gesture. His contribution is heralded as a foundation for further private support expected from distinguished sons and daughters of the region. Also, an Okun-born medical doctor, Dr. John Adegboye, donated a 1,300-capacity auditorium to the university, which is presently under construction.

    Community leaders, traditional rulers, captains of industry, and politicians have also been actively involved in advocacy and material support for the university. Public hearings and stakeholder engagements before the university’s establishment saw overwhelming participation from these groups, reflecting a shared commitment to realising the vision of a university in Okun land.

    Revenue-generating initiatives come onboard

    Besides, the management of the university has also established revenue-generating units through initiatives such as the KOSUKAB Ventures and KOSUKAB Consults to ensure the institution’s growth and stability.

    VC: we thank God for what the varsity is now

    Speaking in an interview in Kabba with our correspondent, the university’s Vice Chancellor, Professor Kehinde Eniola, said in spite of earlier skepticism that trailed the establishment of the university, the institution has continued to make progress with massive influx of students on yearly basis. The university, now approaching its third academic session, currently boasts of 2,110 students with approval to admit additional 1,840 students in the 2025/2026 academic year. He said the university under his leadership is determined to “beat the best and be the best.”

    Prof. Eniola, while tracing the historical development of the University, said: “The story of our school is a very interesting story – a story that I would say has changed the minds of many people. Our university is actually the third state university in Kogi State. The other two universities are Prince Abubakar Audu University, Anyigba and Confluence University of Science and Technology, Osara, Kogi State.

    “Let me just also add that when it was established, some people called it ‘political’ university, some called it ‘Pajawiri’ University’, that’s emergency university.  But we thank God for what it is now. You have seen what it is and I’m sure you know it is not a ‘Pajawiri University’.

    “When the idea to start the university came up, the Kogi State House of Assembly did a good job. They gave the establishment Bill accelerated hearing and passed it to get the bill signed into law and by June 26, 2023, the university was already approved by the National Universities Commission (NUC).

     “Personally, I see the establishment of the university as a confirmation of one of the words of former Governor, Alhaji Yahaya Adoza Bello, when he said: ‘Education is the foundation of development. It provides solutions for the society.’ When I saw that quote at the Ministry of Education, it made me to just love him more and that he knows what he’s doing by establishing a university.

    “When I was introduced to him on October 2, 2023, when we went to see him in Abuja, I made a promise there that ‘we are here to beat the best to be the best’ and I’m happy that you are happy with what you are seeing presently here. The community acceptance is there because the Traditional Council accepted us right from the beginning and the effect is showing.”

    The Professor of Environmental Microbiology said the campus was more like a forest when the present management took over, but due to the commitment of the former government and the current government, tremendous changes have taken place.

    Apart from state government interventions, he said the university has benefited and continues to benefit immensely from the host community and the sons and daughters of Okun land.

    He added: “When we came in, the Kabba Development Union’s executive received us. The former Provost of Kogi State College of Education (Technical), Dr. Victoria Olusola Jagboro, basically just left everything in the office. She just took her personal effects and left so that we could have a place to take off.

    “Then, the proprietor of Lisa Palm Hotel also gave us some kind of support that made it easy for us to settle in even when we didn’t have accommodation. If you want to call our school another name, you can call it the University of Continuity and Consolidation.”

    He said the university attained the progress it has recorded in the last two years through government’s support in releasing funds and giving the management approvals to do things that it needed to do.

    He said: “We started our admission on the Joint Admission and Matriculation Board (JAMB) Central Admission Processing System (CAPS) and within three days, the initial 500 that was given, usually you will assume that a new university will not get many students – so they gave us 500 slots, but within three days, we exhausted the 500. So, we had to go for more.

    “Even before we started admission, we already had 280 students on our waiting list. We had our first matriculation on January 16, 2024. I believe that fulfilled one of the desires of the former governor.

    “I know he had expressed interest that he wanted to matriculate the students and from reliable sources, he was surprised when he saw the number of students that matriculated that day. He was thinking that the students would be few but when God blesses a thing, anything is possible. The current governor, at that moment said he was taking the school as his baby and that’s why I told you we are the University of Continuity and Consolidation. He has been true to it.”

    He said the aim of the management of the school is to produce graduates that would be globally competitive and locally recognised.

    Prof. Eniola said: “Our desire is to provide a different type of education that one will have students that are competent in terms of what they are learning. In digital skills, they are competent and then in entrepreneurship, they have a truly entrepreneurial education.

    “What we are doing is to give them a mindset of problem-solving. Entrepreneurship is not about art and craft, we make shoe and barb hair. Entrepreneurship goes beyond that. We define entrepreneurship as identifying a problem, providing a solution, and making your revenue from it. That’s the kind of entrepreneurship that we are teaching our students because we believe that would make them to be globally competitive, make them nationally recognised and make them locally relevant.

    “Because once you solve the problem around you, you are doing your people a favour, you are doing the global community a favour. That’s how we have been running and we thank God that it’s been fine for us. We’ve been encouraging digital engagement with our students and the staff. We are not yet there, but we are working on it. We don’t call it just entrepreneurship, we call it innovation and entrepreneurship because we expect that you’ll be able to see a problem, and in solving that problem, you should not just do what every other person had done before. You should think of the new thing you can do and with that you’ll be able to solve that problem. This is the model of entrepreneurship that I was talking about. Identify a need, which is based essentially on the Sustainable Development Goals, which everybody should be able to know. Your solution becomes a brand, and then you market that brand by promoting it and the revenue that comes from it is all yours and that we believe will show you as a true entrepreneur.”

    The vice chancellor further revealed that one of the challenges confronting the institution is how to accommodate its rapidly increasing student population as well as a functional transportation system. “In the first year we had 1,044 students. By the second year we added another 1,066 students. That brought us to about 2,110 in student population. “Our admission quota for the 2025/2026 academic session is 1,838. So, what we are targeting this year is to exhaust the whole thing and take everybody in.

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    “We are closed for the second session because we have successfully completed two years now. Our first year is done, second year is done. We are going to the third year and we are expecting that by that third year, we should again double our population. So, students will need accommodation. Apart from accommodation, there is need for transportation, both for staff and for students,” he said.

    However, he said in terms of accommodation, that state government has intervened and commenced the construction of two hostel blocks to accommodate 360 male and female students respectively. “But we look at it and say, 360 plus 360, that is still short of 1,000 and we are going to 4,000 in student population. So, you can imagine that 1,000 out of 4,000 is low.

    “I think I should also report that one of the House of Representatives Members from Okun land, Honourable James Biodun Faleke, has a property that he has agreed to allow us to have access to as student hostel which is going to also help us to reduce off campus student population.”

    He said the university is open to free will donations to meet the growing needs of the students and staff. “We want to encourage people who are ready to partner with the university to come and help us in that area and also help us with transportation.

    “The academics also need support. We need a bigger auditorium. Somebody donated a 1,300-capacity auditorium to the university. I believe that is also a start because our student population, when we take them, individually is about a thousand plus and we need a hall that would at least take everybody. If, for example, I want to have a meeting with my children (students) now, that is not possible because there’s no hall that can take all of us.

     “We are trusting God that we get halls with capacities that are bigger than the one we have now. Maybe tomorrow, we’ll get somebody to give us a hall of about 4,000 or 5,000-capacity. We don’t mind. We are also thinking of amphitheatres and lecture rooms for our student, then laboratories and studios. I’m sure you know Mass Communication needs at least four studios. The location also has challenge of internet access. These are things that we think will need support.”

    He said the university is revving up its staff development and training programmes even as it looks forward to benefit from intervention from the Tertiary Education Trust Fund (TETFund), to boost the process.

    Although, the term ‘Pajawiri’ reflects the view that the university, officially established in 2023, was an emergency fulfillment of an overdue educational need, the institution has come to represent swift but well-deserved response to a regional educational gap that needed immediate action. The citadel of learning embodies both the historical struggle for the university and the hope it represents for the people of Okun land.

    Above all, the university today stands as an enduring catalyst for development, hope, opportunity, and empowerment to generations from Okun land and beyond. As an accessible centre of higher learning, it is broadening educational opportunities, helping retain local talents, fostering socio-economic development, and promoting inclusiveness in the region.

  • Oyo govt inaugurates staff verification committee for Oke-Ogun Polytechnic

    Oyo govt inaugurates staff verification committee for Oke-Ogun Polytechnic

    Oyo State Commissioner for Education, Science and Technology, Olusegun Olayiwola, has inaugurated the Staff Audit and Verification Committee for The Oke-Ogun Polytechnic, Saki (TOPS).

    Speaking at the inauguration held at the Scholarship Board Room, Ministry of Education, Secretariat, Ibadan, Olayiwola described the verification exercise as crucial to building an accurate database of the institution’s workforce.

    According to him, the process will enhance government planning, budgeting, and provision of infrastructure, while positioning the institution to compete effectively with its peers.

    He noted that the committee members were carefully selected based on their integrity, expertise, and dedication to public service, stressing that their professionalism would add immense value to the exercise.

    The Commissioner urged them to be thorough and diligent, as their findings and recommendations would have a significant impact on the future of TOPS, assuring them of the Ministry’s full support and resources to ensure the success of the assignment.

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    In her welcome address, the Permanent Secretary, Ministry of Education, Science and Technology, Mrs. Bamidele Oyinloye, commended the committee members for their willingness to contribute to raising educational standards at the Polytechnic.

    The Chairman, Governing Council of TOPS, Dr. Bisi Ojebola, described the inauguration as a call to service, emphasizing the importance of reliable statistics and data in achieving the best results.

    He urged the committee to work closely with the institution’s union leaders to deliver a beneficial outcome for both the government and the school.

    The 15-member committee comprises representatives from various institutions and unions of TOPS, with Prof. Bioye Aluko appointed as Chairman and Mr. Waheed Raheef as Secretary.