The Nation Newspaper

Category: Education

  • UI, FG to collaborate on global cleantech innovation programme

    UI, FG to collaborate on global cleantech innovation programme

    The University of Ibadan has concluded arrangements to collaborate with the Federal Ministry of Innovation, Science and Technology on the Global Cleantech Innovation Programme (GCIP) to ameliorate climate change problems in research.

    Speaking while receiving representatives of the Ministry who visited to consolidate plans for the collaboration, the Vice-Chancellor of the UI, Professor Kayode Adebowale said the programme was a welcome initiative, noting that climate change problems require a multidisciplinary approach to be solved.

    He appreciated the representative of the ministry for coming to UI adding that the University was the right choice for collaboration in academic research and innovation in Nigeria, given its antecedents.

    He noted that the Global Cleantech Innovation Programme is a town-gown initiative, saying academics, research and industries, organisations, SMEs, and NGOs must collaborate for mutual benefits.

    The Vice-Chancellor said UI has the structure to adequately drive strategic partnerships, disclosing that the university runs on structures and a committee system that is needed to channel the initiative and coordinate strategic partnerships.

    Professor Adebowale emphasized that GCIP is a university-wide programme which is relevant to different stakeholders, faculties and research centres in the university, therefore, the UI management will ensure that the ministry handshakes properly with relevant units to promote more strategic qualitative research.

    The representative of the Federal Ministry of Innovation, Science and Technology, Abuja, Mr Ifeobu Ezenwa said the Global Cleantech Innovation Programme (GCIP) is an initiative led by the United Nations Industrial Development Organization (UNIDO) and supported by the Global Environment Facility (GEF) and the Green Climate Fund (GCF).

    Read Also: June 12: Tinubu a beacon of Nigeria’s democracy – Onuigbo

    According to Mr Ezenwa, the primary goal of GCIP is to promote cleantech innovation and entrepreneurship in emerging markets and developing economies to address climate change challenges.

    He said the aim of the programme is to accelerate cleantech innovation, support early-stage startups and SMEs in developing innovative cleantech solutions, foster sustainable development, strengthen innovation ecosystems, build capacities of national institutions, policymakers, and stakeholders to create a supportive environment for cleantech innovation.

    He explained that the programme seeks to identify and support innovators, SME’s and researchers who are tremendously involved in research in the university and help them to overcome challenges of taking their research output to the market.

    According to him, these challenges are occasioned by insufficient funds and unfavorable policies and regulations, amongst other factors.

    He disclosed that the benefits of the programme include funding opportunities, business acceleration services, training, mentorship, networking opportunities, investor connections, and capacity building.

  • LSET offers Nigerian students career prospects in AI, cybersecurity

    LSET offers Nigerian students career prospects in AI, cybersecurity

    As Nigeria rapidly embraces the digital age, the demand for tech-savvy professionals is rising faster than ever. From Lagos to Abuja, government institutions, financial organisations, and tech startups are all hunting for one thing: job-ready talent in Artificial Intelligence (AI) and Cybersecurity. 

    But in a global marketplace, standing out takes more than a degree, it takes international exposure, real-world experience, and specialised training.

    Enter the London School of Emerging Technology (LSET), one of the UK’s most prestigious and progressive tech institutions. For Nigerian students with global aspirations, LSET is offering more than just a chance to study abroad. It’s offering a direct pathway into some of the world’s most competitive and future-focused industries.

    LSET is steadily building a reputation among UK-based African students, particularly those from Nigeria, as a respected provider of practical, industry-aligned tech education. With its focus on real-world skills in AI and Cybersecurity, LSET is becoming an appealing choice for those seeking to advance their careers in the UK tech landscape.

    With globally relevant AI courses, forward-thinking cybersecurity programs, and an unmatched real-world training model, it’s no surprise that Nigerian students are increasingly enrolling in its programmes.

    Unlike traditional universities, LSET emphasises skill over theory. Its curriculum is built in collaboration with employers and reflects the latest industry demands, from machine learning frameworks to data protection regulations. The result? Students complete the course not only with credentials but with confidence, capability, and a compelling global portfolio.

    Work-Integrated Learning (LWIL): Bridging the gap between study and Employment

    The jewel in LSET’s crown is its LSET Work-Integrated Learning (LWIL) program, a hands-on, employer-connected learning experience designed to set students apart in a crowded job market.

    Through LWIL, students are matched with tech employers in the UK and receive internship-like roles that complement their academic study. It’s a unique blend of classroom learning and work-based application, giving Nigerian students international industry experience that can fast-track their careers.

    “Most Nigerian students tell us they don’t just want to learn theory, they want practical, employable skills,” says Mayur Ramgir, founder of LSET. “That’s exactly what LWIL delivers.”

    Visa Pathway for Nigerian Learners

    Although LSET is not a university and cannot issue student visas, it has partnered with JENZA, an official BUNAC sponsorship provider. This partnership allows eligible Nigerian students to apply for the Government Authorised Exchange (GAE) visa to participate in structured training with UK employers.

    In this model, LSET acts as a facilitator. It connects Nigerian students with UK employers, provides relevant tech training, and supports their internship experience. The GAE visa is a legal and safe route for short-term training and allows learners to gain invaluable international exposure.

    For Nigerian parents and guardians, this provides peace of mind: students are not left to navigate unfamiliar systems alone. LSET offers structured guidance every step of the way.

    AI Courses for the Future-Focused Nigerian Mindset

    Artificial Intelligence is more than just a buzzword in Nigeria. From fintech to agriculture, AI is already transforming how we live and work. LSET’s specialised AI courses are tailored for the African context too, training students in:

    • Machine learning and deep learning
    • Natural Language Processing (NLP)
    • Predictive analytics
    • AI for business and automation

    Students explore both the technical and ethical dimensions of AI and are encouraged to apply their skills to solve real-world problems, something particularly appealing to Nigeria’s growing tech startup scene.

    Cybersecurity: Building Nigeria’s Digital Defenders

    Cybercrime remains one of the fastest-growing threats to businesses and governments in Africa. LSET’s cybersecurity courses train students in real-world scenarios including:

    • Ethical hacking and penetration testing
    • Network defence
    • Security compliance and audits
    • Digital forensics

    Read Also: AI’s Influence on businesses and the Implications for cybersecurity

    Through hands-on labs and simulated attack environments, Nigerian students learn to defend systems, protect data, and safeguard the infrastructure of the digital economy.

    Startup Incubator: A Platform for Nigeria’s Next Tech Giants

    Beyond education, LSET is home to a budding Startup Incubator and Accelerator, which invites aspiring founders from across the globe, including Africa, to pitch and develop their ideas.

    Nigerian innovators with startup dreams in AI or cybersecurity are encouraged to apply. The incubator offers:

    • Mentorship from UK-based tech leaders
    • Access to development tools and workspaces
    • Guidance on pitching to investors
    • Exposure to European tech markets

    While still in its early stages, the incubator is already attracting interest from African entrepreneurs. With Nigeria’s own startup ecosystem booming, LSET is an ideal overseas launchpad for those ready to go global.

    LSET Pro Plan: Professional Development With a Personal Touch

    To complement its academic offerings, LSET offers the Pro Plan, a professional development package that helps students refine their job-readiness. It includes:

    • LinkedIn and CV workshops
    • Career mentorship and goal setting
    • Interview training

    Although LSET does not guarantee job placements, it provides all the tools Nigerian students need to present themselves confidently to global employers.

    Global Exposure, African Roots

    What makes LSET particularly relevant for Nigerians is its balance of global reach and local relevance. Students are taught by professionals with real industry backgrounds, not just academics. They also participate in global discussions on ethics, inclusion, and sustainable tech, important issues for Africa’s digital future.

    Courses are accessible online and on-campus, allowing flexible options for different financial and family circumstances. In addition, group coaching, peer collaboration, and alumni networks provide ongoing support even after completion the course.

    Why LSET is the Right Choice for Nigerian Families

    For Nigerian parents and guardians seeking a practical tech education for their children, LSET stands as a wise investment. With its commitment to real-world skills, international exposure, and a pathway to career success, LSET prepares students not only for jobs but for leadership.

    Whether the goal is to work abroad, return home and build a business, or bring international expertise into local industries, the LSET journey empowers Nigerian learners to take charge of their futures.

    Empowering Nigeria Through Global Tech Education

    As Nigeria’s tech scene grows, so must the ambition of its learners. The London School of Emerging Technology(LSET) is providing a unique, proven, and practical bridge between Nigerian talent and global opportunity. From AI courses to cybersecurity training and startup incubation, LSET is the gateway to a future where Nigerian minds lead global innovations.

    For students, parents, and professionals ready to take that leap, LSET is not just a school, it is a game-changer.

  • SUBEB boss uncovers diversion of school furniture in Nasarawa 

    SUBEB boss uncovers diversion of school furniture in Nasarawa 

    …orders redeployment of 1,300 admin staff

    The newly appointed Chairman of the Nasarawa State Universal Basic Education Board (NSUBEB), Dr. Kassim Muhammad Kassim, has revealed widespread diversion of government-provided school furniture by education secretaries and headteachers across the state.

    Dr. Kassim disclosed that furniture meant for public primary schools is being illegally diverted and sold to private schools and even private homes for monetary gain. 

    He expressed dismay that while pupils in public schools are forced to sit on bare floors, officials entrusted with managing education in the state are profiting from the misappropriation of essential learning materials.

    “It is unacceptable for our children to sit on the floor in classrooms while education secretaries and headmasters divert government-supplied furniture to private schools and homes. I have visited several schools myself and seen this firsthand, despite records showing that furniture had been delivered to them. I will not tolerate this under my watch,” he stated.

    To address the issue, Dr. Kassim announced that he would collaborate with the Assistant Commissioner of Police in charge of operations to inspect suspected private schools and residences. 

    He said that any location found with NSUBEB-branded furniture will be investigated, and those in possession will be compelled to reveal their suppliers.

    During a meeting held on Wednesday in his office with education secretaries from all 13 local government areas and 18 development areas in the state, the chairman further disclosed that investigations have already uncovered NSUBEB furniture in private residences. 

    He has since ordered the arrest and detention of individuals found with such items to determine how they obtained them.

    Read Also: SUBEB chair pays unscheduled visit to Nasarawa schools

    In a major administrative shake-up, Dr. Kassim also directed the immediate redeployment of 1,300 administrative staff out of the 3,422 currently serving across the state. 

    He instructed that all administrative personnel with teaching qualifications be returned to classrooms, especially in rural areas suffering from severe teacher shortages.

    “There’s no justification for the government to be short of teachers while qualified personnel are stockpiled in administrative roles,” he said. “We cannot have an army of supervisors when rural schools lack even a single teacher. What exactly are they supervising?”

    The NSUBEB chairman emphasized that his administration would not condone inefficiency or mismanagement and vowed to restore integrity and functionality to the state’s basic education system.

    On recruitment, the chairman explained that he has received approval from the Governor to recruit 4,800 qualified teachers in the primary schools, and revealed that his recruitment is tagged “Recruitment of Teachers in Rural Areas”. 

    He said that those applying should be prepared to go to the rural areas, adding that no single teacher newly recruited will be posted to urban areas, noting that his agenda is to revive rural schools and make it attractive to parents of boat communities to send their children.

    Dr Kassim told the education secretaries that it’s not going to be business as usual, and that the board under him will focus on rural schools to ensure that they are well equipped.

    He explained further that no education secretary should made illegal deductions of their teachers salaries except on disciplinary grounds which the board must be aware, adding the the salaries of teachers are not much and illegal and unnecessary deductions should stop immediately and any ES who disobey this order will his/her self to blame.

    The new NSUBEB boss said he was appointed by the Governor to change the narrative in the education sub-sector and he is more than determined to achieve his mandate even if it means stepping on people’s toes.

    Dr Kassim also directed the ES not to allocate any school land to small business ventures except with the permission of the board, adding that some people have started claiming school lands on that basis.

    He promised to create maintenance unit in each local government to protect and safeguard SUBEB properties, vowing to revoked any contract poorly done or have that contractors money withheld until a standard work is done

     “We can’t renovate a particular school this year and get same structures renovated next year, it’s means something is wrong with the work done by the first contractor, we can’t pay any contractor until we are fully satisfied with the quality of work”. Dr Kassim said 

  • Dafinone commissions ICT centres, technical equipment for schools in Delta Central

    Dafinone commissions ICT centres, technical equipment for schools in Delta Central

    In a significant move to enhance educational opportunities in Delta Central, Senator Ede Dafinone has commissioned several ICT Centres and donated equipment to schools as part of his two-year anniversary in office. 

    The initiative underscores the critical role of information and communication technology (ICT) in providing qualitative education for students and teachers in Urhobo nation. 

    Dafinone expressed that the primary aim of establishing ICT Centres in various schools is to foster an interest in computer literacy among both students and educators. 

    Among the schools that received these important upgrades are Ogor Technical School, Orhuwhorhun High School, Urhobo College, while that of Sapele Technical School is renovation of classroom blocks and provision of equipment for technical studies. Also a new 500KVA transformer was installed on Dafinone road, Ward 1, to improve power supply.

    During the commissioning events at each school, Dafinone emphasised the importance of educational development, stating, “The development of our children is a critical assignment the state and federal government must carry out to ensure that Urhobo must never fall below first place in this country.” He reiterated his commitment to elevating the Urhobo people to a top-level status within Nigeria. 

    Highlighting the necessity for ICT facilities in educational institutions, Dafinone remarked, “Our children must be equipped to compete nationally and internationally. Without ICT qualifications and training, they will be unable to thrive in a globally connected world.” He pointed out that modern technology allows for remote work, and thus, it is essential for the youth to be prepared for these opportunities”.

    Dafinone also called attention to the inadequacies of facilities at both the state and federal levels, urging private sector involvement and encouraging alumni to contribute resources to their former schools. 

    He noted that one ICT center per school is insufficient; ‘every classroom should be equipped with computers to meet the demands of contemporary learning’. His vision includes expanding ICT reach throughout all local government areas in Delta Central Senatorial district in 2025, with significant allocations in the 2024 and 2025 budgets.

    At Ogor Technical School, the Principal Mr, Akanbi Oyewone, thanked Dafinone for providing sets of  computer and Digital Blackboard for the school, noting that this will greatly improve the educational system of the school and enable students expand their knowledge. 

    At Orhuwhorhun High School, Mrs. Margaret Iwhiwhu, appreciated the Senator for the giant project he has brought to Orhuwhorhun High School from the federal government. 

    She testified that parents are happy seeing their children being able to access the computer in the school, Dafinone through this project has exposed students to modern technology. 

    In Urhobo College, the Principal, Mr. Charles Owonogor, thanked Dafinone for the laudable project brought to Urhobo College, saying the ICT Centre will help the students in their educational pursuit especially in preparation for their external examinations. 

    Read Also: Dafinone rallies support for Tinubu, hails Oborevwori’s defection to APC

    At Sapele Technical School, the Principal Mrs. Itanwansa Rosemary, expressed gratitude for Senator Dafinone’s initiatives in renovation of classrooms and provision of equipment for the electrical engineering laboratories with Transformers Switch Gears and Prepaid Meters Prototype for practical training. She added that this initiative will further bring positive impact on students. 

    Students also conveyed their appreciation for the introduction of ICT equipment, which they believe will significantly enhance their learning capabilities and prepare them for global competition.

    Dafinone’s steadfast dedication to improving education through technology exemplifies his commitment to developing the next generation and ensuring that the Urhobo community remains competitive in an increasingly digital world.

    He also commissioned 500KVA Transformer at Dafinone road Ward 1, in Sapele local government area of Delta State. This according to him is in continuation of fulfilling his campaign promises to his people. 

    Residents in the area expressed gratitude, reinforcing the notion that the benefits of democracy should reach all constituents. Comr. Justice Erikefe, a resident, stated, “We appreciate the Senator’s efforts and recognize that the dividends of democracy must address the needs of the people.”

  • National Open University isn’t inferior to other universities, says Obasanjo

    National Open University isn’t inferior to other universities, says Obasanjo

    Former President Olusegun Obasanjo has said that the National Open University of Nigeria (NOUN) is not inferior to other universities in the country.

    Obasanjo stated this on Monday when he played host to some of the university’s officials who came on a courtesy visit and alumni award presentation.

    The former president said he has a firsthand experience of the standard of the institution, hence his declaration.

    He noted that in the past, there had only been one university in Nigeria for about 10 years, which is the University of Ibadan.

    Obasanjo narrated that there was only one university in Nigeria for about ten years before, which was the University of Ibadan.

    The former president added that the second generation universities were federal universities, including Nsukka, UniPort and Amadu Bello University, and the third generation were the state universities before the private universities began to come up.

    Obasanjo, however, said that despite these efforts, there was still a wide gap in university education in Nigeria, hence the establishment of NOUN, to ease the academic burden for those working or seeking distance learning.

    “Despite the availability of universities, we’re still not coping; the gaps kept getting wider, which was why I said Open University is a necessity; it created more avenues and made it convenient for working-class citizens.

    “Some people rose up, saying open university is inferior to non-open universities, but I was not discouraged.

    “I said, let me go there and have a taste of what they’re saying it is inferior. Then I came in, I saw and I conquered.

    “Two distinguished lecturers supervised me and supervised many other PhD students, and if they supervised me successfully, my PhD wouldn’t be inferior.

    “So, if mine isn’t inferior and those before me are not inferior, National Open University has come to stay; at some point, we were more than half a million, and we are still growing,” Obasanjo said.

    The former president assured the officials of his maximum support for the institution.

    Prof. Ganiyat Adesina-Uthman, the Director at the Directorate of Advancement and Linkages (DAL) of National Open University, declared that NOUN has been a great blessing, not just to Nigeria and Nigerians but to African countries.

    Adesina-Uthman added that the university is not just a federal university but one of its kind in Africa and the biggest on the continent.

    The DAL said the institution set out to assist Nigeria in human capital development to meet the international standard for manpower per 1000 population for a sustainable knowledge-based economy while also being effective in training human capital development for neighbouring countries.

    She appealed to Obasanjo to support the university scholarships for the best programmes, which include scholarships for students from the flagship programmes.

    Adesina-Uthman listed some of the institutions’ other needs to include the renaming of some buildings after the donors, a university hospital, a 50-room guest house and a 1000-capacity auditorium, among others.

    “We need scholarships for some of our flagship programmes, including Entrepreneurship Studies, Criminology and Security Studies, Mass Communication, Peace Studies and Conflict Resolution and Indigenous Students, too.

    Read Also: Obasanjo preaches unity as Gateway Games Ogun 2024 ends

    “We also want our Advancement and Linkages building named after the donor; University Hospital, 50 rooms; and NOUN Guest House, a 1000-capacity auditorium.

    “Also, community services to our study centres’ host communities, such as consumables to primary and secondary schools in our host communities, e.g., customised textbooks and uniforms; water and toilet provisions; bus stop stands and so on,” she said.

    Also speaking, Prof. Wilfred Ngwuanyi, the Director of Olusegun Obasanjo Centre for Africa Study at NOUN, commended Obasanjo’s intellectual rigour, strategic foresight and consistent advocacy for African self-reliance.

    He appealed to Obasanjo to assist the centre in collaborating with EFCC on research and publications.

    He also sought the collaboration of the Chinese embassy in the establishment of a Chinese cultural centre through the former president.

    The News Agency of Nigeria (NAN) reports that the highlight of the event is the conferment of the Alumni Award member to the former president.

    (NAN)

  • Seven alternative courses you can study with low JAMB score 2025

    Seven alternative courses you can study with low JAMB score 2025

    Nigerian universities, polytechnics and colleges of education offer many great courses that have lower JAMB cut-off marks but are still highly valuable and rewarding.

    So, you’ve checked your JAMB result and the score isn’t what you hoped for. Maybe it’s below 200, and now you’re wondering if your dreams of getting into university are over. Don’t panic—you’re not alone, and the answer is no, your dream is still alive.

    Not every student scores 250 or above in JAMB. In fact, a large number don’t even hit the 200 mark. That can feel discouraging, especially if you were aiming for competitive courses like Medicine, Law, or Engineering. But a low JAMB score doesn’t mean you can’t still pursue a solid, meaningful course of study.

    There are several courses in Nigerian tertiary institutions that accept lower JAMB scores, and many of them lead to great career opportunities. Let’s explore seven of these underrated yet valuable courses, why they’re worth considering, and what career paths they can open up.

    Here are alternative courses you can study with low JAMB score 2025

    1. Education (All Subjects)

    Education courses have some of the lowest cut-off marks, but don’t underestimate their value. Whether it’s Mathematics, English, Biology, or Government, becoming a trained teacher opens the door to academic, administrative, and policy-making roles in Nigeria’s growing education sector.

    2. Agricultural Science

    Nigeria’s economy depends heavily on agriculture, and there’s a constant demand for skilled agricultural experts. Studying Agricultural Science can lead to careers in agribusiness, research, and food production, and even entrepreneurship in farming and agro-processing.

    Read Also: JAMB: University with high acceptance rate for change of institution

    3. Religious Studies / Theology

    If you’re passionate about religion, philosophy, or ethics, this is a solid course with a low entry barrier. Graduates often become educators, counselors, or work within faith-based organizations. It also prepares you for roles in leadership within religious institutions.

    4. Home Economics

    This course may not seem popular, but it’s practical and career-rich. Home Economics graduates can work in food and nutrition, textile design, family life education, or even start their own businesses in catering or interior decoration.

    5. Library and Information Science

    With the world shifting towards digital information and data management, this course is becoming more relevant than ever. It’s great for students interested in organization, research, and IT. You can work in schools, universities, government agencies, or digital archives.

    6. Theatre Arts / Performing Arts

    If you’re creative and enjoy storytelling, drama, or media, this course offers a great path. Nigeria’s entertainment industry is booming, and Theatre Arts graduates can find work in film, TV, event production, or become actors, directors, or playwrights.

    7. Local Language Studies (Yoruba, Igbo, Hausa, etc.)

    These indigenous language courses not only preserve culture but are essential in education, broadcasting, and translation. There’s growing demand for local language experts in media, education, and publishing, especially with efforts to promote African identity.

  • “One-China Principle” remains cornerstone of China’s international relations- University Don

    “One-China Principle” remains cornerstone of China’s international relations- University Don

    A senior lecturer in the Department of Linguistics, African and Asian Studies at the University of Lagos, Dr. Adetoro Banwo, has called for the peaceful reunification of Taiwan in line with former Chinese President Jiang Zemin’s proposals, affirming that the ‘One-China principle’ remains a cornerstone of China’s international relations and legal framework.

    In a paper titled “The Sovereignty of China over Taiwan Is Unquestionable,” Dr. Banwo emphasized that the principle has already been successfully implemented in Hong Kong and Macau through the One Country, Two Systems model. He argued that applying the same approach to Taiwan is crucial for sustaining long-term peace, regional stability, and enhancing economic, scientific, and cultural cooperation.

    “The sovereignty of China over Taiwan, therefore, is both historically grounded and internationally recognized. It is not subject to negotiation or reinterpretation”, said Banwo.

    “From the perspective of international jurisprudence, Resolution 2758 of the United Nations General Assembly (1971) affirmed the PRC as the only legitimate representative of China to the United Nations, thereby resolving all political and procedural questions regarding Chinas representation, including Taiwan. This resolution reinforces the One-China Principle, which maintains that there is but one China, and that Taiwan is an integral part of it.

    Read Also: Fire guts hotel with over 480 Nigerian pilgrims in Mecca

    “As of today, 183 countries, among them the majority of European nations, have established diplomatic relations with China based on the One-China Principle. The United States, through its Joint Communiqués with China in 1972, 1979, and 1982, acknowledged that all Chinese on either side of the Taiwan Strait maintain there is but one China and that Taiwan is a part of China, reaffirming its recognition of the PRC as the sole legal government of China.

    “African nations have been steadfast in their support for the One-China policy. In 1971, 26 African nations supported Chinas reinstatement in the UN, prompting Chairman Mao Zedong to declare that our African brothers have carried us into the United Nations.

    “Currently, 53 African countries recognize the PRC and support the One-China Principle. For instance, Nigeria and China established diplomatic relations over five decades ago, and Nigerian officials, including Consul-General Yan Yuqing and Minister of Foreign Affairs Geoffrey Onyeama, have consistently reiterated Nigerias recognition of the PRC as the sole legitimate government of China and Taiwan as an inseparable part of Chinese territory”, he added.

  • UK-based Nigerian AI policy advocate interprets EU AI Act

    UK-based Nigerian AI policy advocate interprets EU AI Act

    As global debates around artificial intelligence intensify, the European Union has enacted the world’s first legally binding regulation on AI. The EU Artificial Intelligence Act, adopted in 2024 and coming into force in 2025, sets out legal obligations for AI developers based on a four-tier risk classification system.

    Today,  June 7, 2025, the Centre of Intelligence of Things (CIoTH), an academic research body linked to a UK university, published a public explainer of the regulation, attributing authorship to Uchenna Victor Moses, a UK-based Nigerian infrastructure delivery professional and AI policy advocate.

    The explainer offers an accessible breakdown of the EU AI Act, highlighting the four legal risk levels defined under the law.

    *Unacceptable Risk, it noted that these AI systems are banned outright. They include tools such as biometric categorisation used for social scoring, real-time facial recognition in public spaces, and systems designed for subliminal manipulation. The EU has declared such systems incompatible with fundamental rights.

    *High Risk: AI systems in this category are permitted but heavily regulated. They include tools used in credit scoring, recruitment, border control, biometric identification, education scoring, and law enforcement. Under the law, developers must keep detailed technical documentation, submit the system to formal conformity assessments, ensure ongoing human oversight, and demonstrate that the training data used is accurate, unbiased, and explainable.

    *Limited Risk: These systems are permitted with minimal restrictions. Developers must provide transparency by clearly informing users they are interacting with AI systems. Chatbots and synthetic voice agents fall under this category.

    *Minimal Risk: AI tools such as email spam filters, video game AIs, or basic recommendation engines are considered low risk and require no additional legal obligations,” the publication said.

    The CIoTH publication credits Moses for producing the original summary and introduces the content as a public resource for non-European developers who may not be aware of how the legislation affects them.

    The post also clarifies that AI systems developed in Africa, Asia, or the Americas can still fall under EU jurisdiction if they are used within the European market, and this interpretation is especially relevant for startups and software engineers operating outside the regulatory frameworks of Brussels or Berlin.

    The CIoTH explainer was independently authored by the research centre, naming Moses directly and positioning the work as a contribution to digital law awareness.

    Read Also: Five European visas under ₦200,000 for Nigerian passport holders

    Equally, the article reflects a structured effort to bridge legal knowledge gaps for practitioners building systems that now fall within a regulated legal domain.

    Moses’s previous work includes the Global AI Manual, a policy-literacy guide aimed at educators and early-stage developers, and strategic roles in AI-focused infrastructure projects between the UK and Nigeria.

    He was also a keynote contributor at the Next Generation AI Conference in 2024 and has delivered policy briefings designed to support inclusive AI practices. His efforts consistently focus on helping non-expert technical audiences understand how AI rules affect the tools they build and deploy.

    The CIoTH recognition of Moses’s interpretation represents a formal, timestamped example of academic endorsement within a globally relevant regulatory space. It builds on a documented pattern of cross-border knowledge sharing, where AI governance no longer resides exclusively with European lawmakers or US-based research institutions.

    The summary is currently visible on the CIoTH public LinkedIn platform. Readers, particularly those engaged in AI development, are encouraged to review the official EU AI Act text and supporting documentation, as the enforcement of this regulation will carry significant compliance implications for AI practitioners globally.

  • FULL LIST: 10 most educated countries as of 2025

    FULL LIST: 10 most educated countries as of 2025

    In today’s economy, education is the new currency, often seen as the key to unlocking career opportunities. For many, a college degree isn’t just a milestone; it’s a necessary credential to even step into the professional world. Yet, some countries have adapted to this shift far more effectively than others.

    Gone are the days when global power was measured by armies or gold reserves. Now, the true markers of influence and success lie in academic achievements—universities producing graduates, research breakthroughs, and advanced degrees have become the modern-day vaults of prosperity.

    Recent studies reveal that a nation’s real power isn’t determined by its weapons but by the knowledge cultivated within its classrooms and libraries.

    So get ready to dive into a journey through the world’s top 10 most educated countries—places where lifelong learning is more than a goal; it’s woven into the very fabric of their culture.

    1.      Ireland

    Ireland tops global education rankings with over half (52.4%) of its working-age population holding a Bachelor’s degree or higher. Once an agricultural nation, Ireland has evolved into a knowledge-driven economy, boasting around 1.8 million adults with tertiary qualifications.

    This success is fueled by strong government investment, a focus on attracting international students and businesses, and the presence of renowned institutions like Trinity College Dublin and University College Dublin. The Irish education system prioritizes critical thinking, research, and innovation—especially in tech and pharmaceuticals—while offering accessible tuition through grants and affordable fees.

    2.      Switzerland

    Switzerland ranks second globally, with about 46% of its population aged 25-64 holding college degrees—around 2.7 million highly educated individuals. Its distinctive dual education system blends rigorous academics with practical work experience, setting it apart.

    Home to top universities like ETH Zurich and the University of Geneva, Switzerland invests heavily in research and development—over 3% of its GDP—fostering innovation. The country attracts international students with its multilingual environment and cutting-edge facilities, while also maintaining strong vocational and apprenticeship programs that uphold high educational standards beyond university.

    3.      Singapore

    Singapore boasts an impressive 45% of its working-age population—around 1.9 million people—with Bachelor’s degrees or higher, marking its rapid rise from a developing country to a global education leader.

    Known for its rigorous academics, multilingual teaching, and strong focus on math and science, Singapore hosts renowned institutions like the National University of Singapore and Nanyang Technological University, alongside campuses of prestigious international universities.

    Government scholarships and financial aid help keep education accessible despite high living costs, while Singapore’s multicultural, English-speaking environment draws students from across Asia and beyond.

    4.      Belgium

    Belgium ranks fourth globally, with 44.1% of its population aged 25-64—about 3.3 million people—holding college degrees. Its strategic location in Europe and commitment to multilingual, high-quality education underpin this achievement.

    Belgium’s higher education is divided among three language communities—Dutch, French, and German—each with independent standards but mutual recognition of qualifications. Home to renowned universities like KU Leuven, Belgium’s federal system fosters regional innovation and specialization, offering diverse academic and applied science opportunities.

    5.      United Kingdom

    The United Kingdom remains a global education powerhouse, with 43.6% of its working-age population—about 19.1 million people—holding Bachelor’s degrees or higher.

    With a rich academic heritage dating back to historic universities like Oxford and Cambridge, the UK blends tradition with cutting-edge research. Its universities consistently rank among the world’s best and attract over 500,000 international students each year.

    The British education system fosters independent thinking, critical analysis, and research skills. Despite challenges such as Brexit and funding pressures, the UK continues to prioritize investment in higher education, especially in STEM fields alongside strong arts and humanities programs, producing versatile graduates.

    Read Also: Ten most educated countries in 2024

    6.      Netherlands

    The Netherlands ranks sixth globally, with around 42% of its 25-64 age group—approximately 4.8 million people—holding at least a Bachelor’s degree. Known for innovation and practical learning, Dutch higher education emphasizes international outlook and cutting-edge teaching methods.

    Top institutions like the University of Amsterdam and Delft University of Technology consistently rank among Europe’s best. The country’s wide range of English-taught programs attracts many international students, while strong government support helps keep education affordable and accessible.

    7.      United States

    The United States ranks seventh globally, with 40.3% of its working-age population—around 78.2 million people—holding college degrees. Despite its seventh-place percentage, the US has the third-largest number of degree holders worldwide, reflecting its vast and diverse education system.

    From community colleges to elite institutions like Harvard, MIT, and Stanford, American universities are renowned for research and innovation, especially in technology, medicine, and business. The US also hosts the world’s largest international student population, enrolling over one million annually.

    Known for its flexible education paths, including broad liberal arts programs, the system faces challenges such as rising tuition costs and student debt.

    8.      Australia

    Australia ranks eighth globally, with 39.7% of its working-age population—about 6.9 million people—holding Bachelor’s degrees or higher. Its education system blends British academic rigor with American-style accessibility and innovation.

    Top universities like the University of Melbourne and Australian National University consistently rank among the world’s best. Australia is a major hub for international students, attracting learners from the Asia-Pacific region and beyond.

    The system focuses on combining practical skills with theory and maintains strong ties between academia and industry. Government support through loans and grants helps ensure higher education remains accessible to a wide range of students.

    9.      Israel

    Israel ranks ninth globally, with 39.7% of its 25-64 population—about 2.2 million people—holding college degrees. Despite its small size and regional challenges, Israel has developed an outstanding education system that drives world-class innovation and research.

    Its higher education includes top institutions like the Hebrew University of Jerusalem and the Technion, known for excellence in STEM fields. This focus fuels a vibrant high-tech industry, earning Israel the nickname “Startup Nation.”

    Additionally, mandatory military service offers technical training that complements formal education. Israel also invests heavily in research and development, spending over 4% of its GDP—one of the highest rates worldwide.

    10.  Sweden

    Rounding out the top ten, Sweden has 39.6% of its population—around 2.6 million people—with at least a Bachelor’s degree. It exemplifies the Nordic model by combining high educational standards with social equality and accessibility.

    Swedish universities like Karolinska Institute and KTH Royal Institute of Technology are among Europe’s best, known for innovation, sustainability, and international cooperation.

    The education system focuses on critical thinking, sustainability, and social responsibility, offering free higher education to EU citizens and strong financial support for all students.

  • 14 varsities generated over N3.2bn from ACEs – Project coordinator

    14 varsities generated over N3.2bn from ACEs – Project coordinator

    The Africa Centres of Excellence (ACEs) hosted by 14 Nigerian universities have attracted a total of $89.1 million in external funding and generated more than N3.2 billion in local and international revenue.

    National project coordinator of the World Bank-sponsored ACE project, Dr. Joshua Attah disclosed this at a pre-closure retreat for the initiative on Wednesday in Abuja.

    Nigeria hosted 14 of the 17 centres.

    Attah said that the impact of the project extended beyond Nigeria’s borders, noting the participation of students from across West and Central Africa, significantly boosting regional integration and the internationalisation of Nigeria’s higher education system.

    He said the retreat was convened to review achievements ahead of the official closure of the World Bank-funded phase of the project, scheduled for June 30.

    Speaking on the transformative role of the initiative, Dr. Attah described the ACE project as a “game changer” in Nigeria’s university system and across Africa.

    He said: “ACE 1 became effective in Nigeria on 25 February 2015 and closed on 31st March 2020. The success recorded on ACE 1 provided the impetus for expanding and deepening the project through a second phase, known as ACE Impact, which commenced in 2019 and is co-financed by the World Bank and the Agence Française de Développement (AFD). This second phase, involving 53 Centres in 11 countries, aimed not only to build capacity but also to foster development impact, drive regional collaboration, and integrate digital innovation into teaching, research, and management systems.

    “Under ACE Impact, Nigeria hosts the highest number of ACEs by any single country, with 17 Centres spanning strategic areas such as maternal and child health, cybersecurity, sustainable power, dryland agriculture, food security, and digital science, among others. These Centres are addressing real-world challenges while training the next generation of African scholars, scientists, and entrepreneurs. ACE Impact will officially end on 30th June 2025, and that is why we are gathered here today to do some stock taking and celebrate.

    “To date, the Nigerian ACEs have earned an impressive $89.1 million through the achievement of Disbursement Linked Indicators (DLIs). In addition to these earnings, the Centres have collectively generated over ₦3.2 billion, approximately $24.9 million, €1.77 million, and £589,000. These funds were generated locally and internationally, reflecting their growing sustainability and entrepreneurial drive. These funds have been spent on enhancing the learning environment, acquiring state-of-the-art laboratory equipment, reagents, and other resources; providing scholarships for national and regional students, with a preference for female scholars; offering internships; publishing research; and pursuing national and international accreditation, among other initiatives.

    “On the academic front, the Centres have recorded a total enrolment of 33,347 students, comprising both national and regional students. Among these are 924 regional students (294 of whom are female and 630 male) and 6,129 national students (including 2,681 females and 3,448 males). In terms of graduate-level enrolment, a total of 6,945 students are pursuing advanced degrees. Of this number, 1,862 are PhD students and 5,083 are pursuing MSc degrees. In addition, the Centres have trained 19,349 students through short courses designed to build professional and technical capacity.”

    Attah further stated that the ACEs have also made substantial research contributions, publishing 2,571 papers in international journals—977 of which were co-authored regionally, and 1,505 with national faculty and students.

    He also revealed that the Centres have established over 452 partnerships with national and international institutions and industries, strengthening infrastructure, funding, and research collaboration. 

    “Furthermore, 128 programmes across the 17 ACEs have received five-year full accreditation from Nigeria’s National Universities Commission (NUC), with 14 programmes already accredited by globally recognised bodies in France, Germany, Belgium, and the UK,” he added.

    Executive Secretary of the NUC, Prof. Abdullahi Ribadu, commended the ACE initiative for positioning Nigerian universities as globally competitive research and innovation hubs.

    He stated: “This project has empowered our universities and contributed significantly to regional integration and internationalisation.

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    “ACE Centres have produced high-quality master’s and PhD graduates, secured international accreditations, attracted major external funding, and driven innovation across key sectors such as health, agriculture, STEM, and education.

    “This is not the end, but the beginning of a new phase of responsibility. We must scale up the gains of the past decade and ensure these centres remain engines of growth and regional leadership.”

    Director of the African Centre of Excellence for Genomic Infectious Diseases (ACEGID) at Redeemer’s University, Prof. Christian Happi underscored that the success of the ACE programme lied not only in scientific achievements but also in regional integration.

    He noted that attracting international grants and students was a hallmark of a sustainable and internationally respected academic model.

    The 14 Nigerian universities hosting the ACEs include Redeemer’s University, Ahmadu Bello University, University of Jos, University of Benin, University of Port-Harcourt, Obafemi Awolowo University, Bayero University, Benue State University, Federal Universities of Technology in Minna and Owerri, University of Lagos, Lagos State University, University of Nigeria Nsukka, and the National Open University of Nigeria (NOUN).