The Nation Newspaper

Tag: Education

  • College launches App to redefine education

    College launches App to redefine education

    Walless College, Lagos, has launched a learning application aimed at redefining and transforming education in the country.

    Speaking at a news conference to unveil the app, Chief Executive Officer of Walless College, Dr Alexander Ogedengbe, said learning should no longer be confined to the four walls of a traditional classroom due to technology and education that have evolved, thus the college is poised to redefine education with the app.

    He described the Walless College Learning Management System (LMS) as a powerful and intuitive mobile platform designed to break down barriers and bring high-quality education to anyone, anywhere, at any time.

    He said the subscription is affordable and the app can be downloaded from Google Play Store or Apple Store.

    “At Walless College, we believe that education should know no boundaries. Our LMS is built on a simple yet groundbreaking principle: to create a “wall-less” learning environment where access to knowledge is no longer limited by location, infrastructure, or financial constraints.

    Read Also: NDDC funding improved massively under Tinubu, says Ogbuku

     “Whether you’re in a bustling city or a remote village, with Walless, the classroom comes to you. We understand that effective learning goes beyond textbooks. That’s why our teaching methods integrate rich instructional materials, images, visual aids, interactive content, and real-life examples to ensure that every student not only understands the subject, but can apply it in problem-solving,” he said.

    Ogedengbe said its tutors are seasoned professionals, experts in their fields, and passionate educators who are committed to learners’ success.

    He said they use personalised, innovative approaches to make learning engaging, relatable, and impactful, adding that  unlike many platforms, they go a step further to  leave notes for learners  to revisit at any time.

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  • Investing in education smartest economic strategy, says Alausa

    Investing in education smartest economic strategy, says Alausa

    • Minister hails Uba Sani for prioritising sector

    Investing in quality education is the “smartest economic strategy” Nigeria can pursue, the Minister of Education, Dr. Tunji Alausa, has said.

    The minister noted that evolving such a strategic far outweighs short-term spending on crisis management, social welfare, or even infrastructure.

    Alausa said this yesterday at the maiden KADA EDUPACT International Education Summit at the Umaru Musa Yar’Adua Centre, Murtala Square in Kaduna.

    The minister said no nation can secure long-term stability or prosperity without first laying a solid educational foundation for its youths.

    He added: “Every naira we put into quality education is a naira saved on conflict resolution, unemployment handouts, and public health emergencies.

    “If we truly want to guarantee Nigeria’s future peace and productivity, education must be treated not as a cost but as our highest-return investment.”

    Alausa singled out Kaduna State under Governor Uba Sani as a shining example of how smart, deliberate investments in human capital pay off.

    The minister lauded the state’s bold 40 per cent tuition cut across its tertiary institutions, the injection of $62 million into basic education, and major expansions at the Kaduna State University.

    Read Also: Education is Nigeria’s smartest economic strategy – Minister

    He said: “Kaduna is proving that education transformation is not just possible — it is bankable. What Governor Uba Sani is doing here is more than governance; it’s economic foresight. He is investing today so Kaduna avoids paying a much heavier price tomorrow.”

    Beyond investing in physical infrastructure, Alausa advised other states to embrace a holistic model that also focuses on curriculum relevance, digital skills, gender-inclusion and teacher quality.

    “This is how we build a workforce ready for the 21st century, not just a generation that can read and write,” he said.

    The minister unveiled the Federal Ministry of Education’s newly blended financing framework which will pool federal, state, private sector and donors’ resources into a transparent, results-driven fund.

    Alausa said: “We want to reward outcomes, not bureaucracy. Kaduna’s partnerships with development partners show it can be done.”

    The minister stressed that teachers must remain at the heart of this strategy. “No policy will deliver if the classroom is broken,” Alausa warned. “That’s why we’re pushing a Teacher Internship and Quality Assurance Framework and revamping the TRCN so every state aligns with rigorous national standards.”

    With the clock ticking towards the 2030 Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063, Alausa said it was urgent for other states to wake up.

    “Kaduna is not just charting its own destiny; it is lighting the path for the rest of Nigeria. The real question is: who will follow?” he added.

  • Education is Nigeria’s smartest economic strategy – Minister

    Education is Nigeria’s smartest economic strategy – Minister

    The Minister of Education, Dr. Tunji Alausa, has declared that investing in quality education is the “smartest economic strategy” the country can pursue, far outweighing short-term spending on crisis management, social welfare or even infrastructure.

    Speaking on Wednesday at the maiden KADA EDUPACT International Education Summit 2025 in Kaduna, Alausa said no nation can secure long-term stability or prosperity without first laying a solid educational foundation for its young people.

    According to him, “Every Naira we put into quality education is a Naira saved on conflict resolution, unemployment handouts, and public health emergencies,” he told a packed hall at the Umaru Musa Yar’adua Centre, Murtala Square. “If we truly want to guarantee Nigeria’s future peace and productivity, education must be treated not as a cost but as our highest-return investment.”

    Alausa singled out Kaduna State under Governor Uba Sani as a shining example of how smart, deliberate investments in human capital pay off. He pointed to the state’s bold 40% tuition cut across its tertiary institutions, the injection of $62 million into basic education, and major expansions at Kaduna State University.

    He said, “Kaduna is proving that education transformation is not just possible — it is bankable,” the Minister said. “What Governor Uba Sani is doing here is more than governance; it’s economic foresight. He is investing today so Kaduna avoids paying a much heavier price tomorrow.

    “Beyond physical infrastructure, Alausa challenged other states to embrace a holistic model that also focuses on curriculum relevance, digital skills, gender inclusion and teacher quality. “This is how we build a workforce ready for the 21st century, not just a generation that can read and write,” he said.

    The Minister unveiled the Federal Ministry’s new blended financing framework, which will pool federal, state, private sector and donor resources into a transparent, results-driven fund. “We want to reward outcomes, not bureaucracy. Kaduna’s partnerships with development partners show it can be done.”

    He stressed that teachers must remain at the heart of this strategy. “No policy will be delivered if the classroom is broken,” Alausa warned. “That’s why we’re pushing a Teacher Internship and Quality Assurance Framework and revamping the TRCN so every state aligns with rigorous national standards.”

    Read Also: Alausa lauds Tinubu on national honour

    With the clock ticking toward the 2030 Sustainable Development Goals and the African Union’s Agenda 2063, Alausa said other states needed to wake up. “Kaduna is not just charting its destiny; it is lighting the path for the rest of Nigeria. The real question is: who will follow?”

    He concluded by pledging the Federal Government’s unwavering support. “On behalf of President Bola Ahmed Tinubu’s Renewed Hope Agenda, I salute Kaduna’s courage and vision. Together, let us make education the engine that powers Nigeria’s peace, prosperity and long-term progress.”

    The summit drew education commissioners, donor agencies, private sector leaders and international development partners who all agreed: no investment beats educating a country’s young minds.

  • Children’s right to education must outweigh political optics

    Children’s right to education must outweigh political optics

    • By Jacob O. Sule, Esq

    Sir: In Abuja, the seat of federal government, over 400 public primary schools remain closed, leaving tens of thousands of children out of school since March. While the city pulses with political activity and multi-billion-naira infrastructure projects, its most vulnerable citizens, primary school pupils, are paying the price for institutional neglect.

    The indefinite strike by primary school teachers, which has persisted for over 100 days, is rooted in unresolved issues around the national minimum wage and months of unpaid salaries. The Abuja chapter of the Nigeria Union of Teachers (NUT) has consistently raised the alarm, but what has been met with response from the Federal Capital Territory Administration (FCTA) has been political rhetoric and administrative detachment.

    This is not just a labour dispute; it is a full-blown education emergency. Children missing out on foundational learning suffer academic, emotional, and social setbacks that many never recover from. A functioning education system is the bedrock of development. Roads and buildings may beautify a city, but they do not educate a child or uplift a community. As Mahatma Gandhi once said, “The future depends on what you do today.” By keeping these children out of school, we are mortgaging the nation’s future for superficial gains in the present.

    The Universal Basic Education Commission (UBEC), mandated to ensure equitable access to quality basic education, has been too quiet in this crisis. As the federal oversight body, UBEC must reassert its role, not only in funding but in enforcing accountability. It must demand that local education authorities meet their wage obligations, provide emergency support where needed, and ensure no child remains outside the classroom due to administrative lapses.

    The current crisis calls for a recalibration of policy priorities and the courage to confront hard truths. The ongoing shutdown of primary schools in the Federal Capital Territory (FCT) must be treated as a national crisis. When children are denied access to foundational education for extended periods, the consequences are long-term and severe, academically, socially, and emotionally. The learning gaps created during this period may never be fully recovered, and the cost to the nation’s future cannot be overstated.

    At the core of this crisis is a failure to meet basic obligations to educators. The welfare of teachers must be recognized as central to the education system’s effectiveness. No learning can take place without motivated, supported professionals in the classroom. Governments must fulfil wage obligations promptly and fairly. By ensuring teachers are paid consistently and competitively, the system will be better positioned to attract and retain qualified educators who are critical to long-term reform.

    Read Also: ADC coalition a desperate alliance of failed politicians – Tinubu Media Force

    Public spending must reflect our national priorities. At a time when political infrastructure projects dominate the FCT’s headlines, the absence of basic investment in education is both glaring and indefensible. Funding should be reallocated from non-essential construction to urgently improve school infrastructure, recruit more teachers, and strengthen classroom learning. The FCT’s budget should make a clear and visible commitment to restoring and advancing education outcomes.

    The Universal Basic Education Commission (UBEC) must actively intervene, both through emergency financial support and strengthened oversight. This includes enforcing transparency in fund disbursement and working closely with the FCT Administration to ensure accountability. A robust, collaborative framework is essential to avoid future shutdowns and restore confidence in public education.

    Every week, these children are locked out of classrooms, and the learning gap widens. Families unable to afford private schools are pushed further into cycles of poverty and inequality. A 9-year-old in Kuje or Bwari council areas who has been out of school for three months is not just behind in math and reading, he is increasingly disengaged from society.

    In the race to develop Abuja, we must not forget who we are building it for. Let that legacy be one of restored classrooms, empowered teachers, and children whose futures were protected, not postponed. Education is not just another line item; it is the cornerstone of peace, prosperity, and progress.

    •Jacob O. Sule, Esq.,

    United States.

  • Pearson launches club to boost access to education, global opportunities

    Pearson launches club to boost access to education, global opportunities

    Pearson has launched Pearson Test of English PTE Club to support Nigerians pursuing international education and migration opportunities.

    The initiative is a partnership between Pearson PTE and Lu Gold Educational Consulting, EDC, a leading education and development consultancy. 

    Speaking at the launch in Lagos, Business Development Specialist for Pearson PTE Africa, Mrs. Eugenia Yeboah,  said  the partnership would ensure  creation of  community of test takers, students, professionals interested in unlocking international and global opportunities.

    She noted that Pearson PTE is a globally recognised English language proficiency tests, accepted by over 4,000 institutions for admission.

    “The partnership will not help test-takers prepare for exams and connect them to valuable opportunities.

    “So, the idea is to help test takerswith their English language proficiency exam, which is a requirement for study abroad and make it possible for members of PTE club to access scholarship to enable them cut down the cost of tuition for studying abroad.

    Read Also: EFCC re-arraigns Bauchi A-G, BDC operator

    “Beyond exam preparation, PTE Club is designed to offer more benefits to members – access to scholarship aimed at reducing the financial burden of tuition fees for those studying abroad. 

    “ This will bridge the gap for Nigerians seeking a pathway to international education and career advancement”, she said.

    Chief Executive of Lu Gold EDC and founder of PTE Club, Mr Lucuis Gab-Umoden, noted that unlike traditional paper-based exams, PTE offers computer-based format with rapid results, in two days.

    He added that the  assessment evaluates all four language skills – listening, reading, speaking, and writing –in a single format.

    He said it is an AI-powered scoring test which ensures fairness and accuracy for all test takers at all levels.

    He  said: “We didn’t want one party to benefit. Whether you are a student, teacher or a school partner in the university, the idea is that as a member of the PTE club you benefit in one way or the other.

    “The idea was to make it open to all. So students get access to scholarships, teachers get access to accreditation, and schools get access to opportunities including partnerships. This is the benefit of the PTE Club, which we are building around the Pearson Test of English.”

  • Improving higher education in Nigeria

    Improving higher education in Nigeria

    As an accountant with corporate experiences at home and abroad, President Bola Ahmed Tinubu understands the intricacies of the economy. To use a popular Nigerian lingo, we have seen his hand in that sector as the economy has begun to make a steady recovery. In particular, his most controversial policies on fuel subsidy removal and the harmonization of foreign exchange have been successful, despite initial hardships. Fuel price has been coming down, and the exchange rate has stabilized.

    Similarly, as a university graduate, who values education and understands the needs of higher education institutions, he has been making significant impact on higher education across the country. He started by removing higher institutions from the Integrated Personnel and Payment Information System (IPPIS) so that institutions could manage their own staff salaries internally. He launched the student loan scheme and approved the establishment of more universities, polytechnics, and colleges of education. The two programmes are intended to widen access to higher education in the country as part of the President’s inclusivity agenda.

    However, higher education institutions have been facing serious problems that may compromise the project on inclusivity. In addition to paucity of funds and decaying infrastructure, the institutions are dying under the weight of excessive oversight, which has been hampering the duties of the management of the institutions.

    There are four institutions with statutory oversight powers over higher education institutions in the country: the National Universities Commission; the National Commission for Colleges of Education; the National Board of Technical Education; and the Joint Admissions and Matriculation Board to oversee admissions into these institutions. The various institutions have been tolerating the excesses of these bodies and their oversight functions.

    However, in addition to these statutory bodies, there are over a dozen committees claiming to do oversight over federal universities, colleges of education, and polytechnics. All the committees are resident in Abuja. They include various committees of the National Assembly, many of which are duplicated between the Senate and the House of Representatives; the Federal Ministry of Education; the Office of the Auditor-General; the Office of the Accountant General; the Procurement Office; TETFund; NELFund, and many others.

    The result is that hardly a week passes before each institution gets a notice to prepare for an oversight visit. At such times, a group of 4, 6, 8, or more could show up, demanding hotel accommodation and other perquisites for the duration of their stay. At other times, the VC, Provost, or Rector could be invited to Abuja to answer questions from oversight committees. Sometimes, the entire management of the institution is invited to Abuja to answer various questions about different aspects of their duties. As a result, there are times when the head of an institution is away for two weeks, attending to oversight managers!

    Read Also: Why Rivers Emergency Rule approval was in closed session, by Senate

    It would have been helpful if the oversight functions lead to improvement in service delivery in the institutions. The problem is that most oversight visitations lead to depletion of the institution’s meagre resources. For example, many oversight committees demand as many as 40 copies of the documents they wish to inspect. For example, the House of Representatives Committee on Public Procurement recently asked for 40 copies and one soft copy of over 30 separate documents covering the 2023 financial year. Never mind that other committees may still perform oversight on the same documents, which will have to be reproduced afresh.

    What is worse, many oversight visitations are accompanied by demands for brown envelopes. Sometimes, if the institution complies, the envelope may be all that is needed, and the oversight is taken as done. The bottomline is that cooperation is needed to have a good report.

    Getting an institution credited with government approved funds is another major problem. You may have a letter of approval in your hands but getting the money out of the Accountant-General’s Office is another matter. The bureaucratic process, involving a web of officials, may take months, if not forever. Worse still, there are significant discontinuities between approved budget and released funds. As a result, many institutions are behind in the payment of staff salaries and contractors, not to speak of limited or no funds for overhead expenses.

    There is no doubt that more institutions will further complicate the financial problems and increase the misery of superfluous oversights. This is where the establishment of more higher education institutions for purposes of inclusivity may be hampered by other problems.

    In order for higher education to serve its purpose in Nigeria, serious steps should be taken to tackle several urgent problems. One is to increase funding for the institutions and make the funds available as and when due. Admittedly, at no time since independence has higher education been adequately funded. The funding problems increased with the establishment of more and more higher institutions. In the last few years, only a meagre 5 to 7 percent of the total budget was allocated to education, a far cry from UNESCO’s recommendation of 15-20 percent. Either the government increases the allocation substantially or allows federal higher institutions to charge more money for tuition and other fees.

    The other is to streamline the oversight functions by reducing outside interference in the affairs of higher institutions. Whatever autonomy these institutions had before has been wiped out by undue interference and superfluous oversight functions. What makes the duplicated oversight duties ridiculous is that they are performed either by the Federal Ministry of Education or its Commissions or by committees of the National Assembly.

    Finally, unless the government is satisfied with the reproduction of mediocrity in our higher institutions, a deliberate programme is needed to raise some of the institutions to world class status. That will be the subject of a future essay.

  • The Igbo lie is blown: Ministry of Education denies responsibility for distorted instructional materials

    The Igbo lie is blown: Ministry of Education denies responsibility for distorted instructional materials

    In ‘The Igbo: People, History and Worldview’ by Dons Eze & Chinedu Ochinanwata, they go even further, claiming that the Yoruba monarchy is built on Igbo spiritual systems, that Oduduwa overthrew a peaceful Igbo order, and that modern Ife is a hybrid of stolen identity”.

    Published on this column on Sunday, 8 June, 2025 was my article titled:’Hagiography: Igbos Deliberately Distorting Yoruba History’.

    Partly in reaction to it and also because some concerned Yoruba individuals and groups were already pondering  the next line of action regarding this falsification of their history by persons whose ‘god’ is money, and would, therefore, do anything – legal and illegal – to look for it – petitions had gone to, not only the Federal Ministry of Education but as far as to President Bola Ahmed Tinubu because, as one of the groups put it, to allow these scammers continue unchecked is to “allow false ethnic narratives in our education system, endanger national unity, undermine cultural integrity, and misinform future generations.

    Also, they wrote: “if this distortion is not corrected, millions of Nigerian students, especially Yoruba children, will grow up believing a lie about their ancestral identity”.

    Kudos to the Honourable  Minister who, I am aware, proactively went to work, tasking ministry officials to quickly unravel the circumstances surrounding the alleged NERDC approval being claimed by the authors.

    In particular he  wanted them to confirm whether the two books  were truly presented to the NERDC for review and  recommendation, which year they were presented and who the reviewers of the books are. He also wanted

    confirmation as to whether NERDC actually recommended the books for publication.

    If truly, and genuinely it did, he recommended  that an appropriate machinery be set up to thoroughly investigate all the circumstances surrounding the publication of the books.

    These done, a report was made to the minister presumably on whose authority the ministry, this past week, made the following public announcement:

    “The attention of the Federal Ministry of Education has been drawn to a petition titled: “Petition to Defend Yoruba History from Ethnic Distortion in Nigerian Textbooks” submitted by the Concerned Citizens of Yoruba Origin and Supporters of Truth, through its National Chairman, Otunba Abayomi Odunowo.

    The petition raises concerns over alleged historical inaccuracies in a history textbook authored by Tony and Ijeoma Duru, and published by Tones Publishers. The publication is said to contain claims regarding the founding of Ile-Ife that have been described as misleading and potentially harmful to national unity.

    Read Also: Lagos education district III hosts sports festival

    The Ministry wishes to clarify that the said textbook was not authored, commissioned, or approved by the Federal Ministry of Education. It is not among the instructional materials approved for use in public basic education institutions across the country, and the Ministry is not in any way affiliated with the publication.

    The Ministry appreciates the vigilance and concern of stakeholders regarding the potential of such content to misinform learners and provoke ethnic tension.

    While these concerns are valid, it is important to note that the Ministry is not responsible for materials that fall outside its regulatory framework.

    Instructional materials officially endorsed by the Ministry are carefully curated to meet national education standards. They are developed to support effective learning in public schools, promote literacy, and ensure inclusive, equitable access to quality education throughout Nigeria.

    The ministry will work with the Universal Basic Education Commission (UBEC) and other agencies to investigate, ensure fair and timely resolution of the issue.

    Nevertheless, given the sensitivity of the matter and its implications for education, cultural identity, and national cohesion, the Ministry will work closely with the Universal Basic Education Commission (UBEC) and other relevant agencies to thoroughly investigate the issue.

    All necessary steps will be taken to address the anomalies identified and to ensure a fair and timely resolution that respects historical truth and promotes unity.

    The Federal Ministry of Education remains fully committed to providing quality, inclusive, and culturally respectful education that fosters peace, understanding, and national development”.

    Some questions then arise following that clear and authoritative statement from the Ministry of Education, the only authority that could have given approval for the books’ publication and without which approval, the books can be described only as a hatched job which should be completely incinerated to obliterate its memory.

    But then why are a particular group of Nigerians so infernally given to perpetuating fraud? What exactly drives their inordinate quest after money for which they would do anything, killing inclusive?

    Must they continue to shame Nigeria all over the world? And what exactly would they not do to make money if they could  turn hagiography into a source of money making, seeing it requires intellectual imput far beyond the mundane requirements of making a 4- 1 – 9 hit?

    But the million dollar question is: must these people, forever, have an eye for anything, and everything, Yoruba?

    Igbos are a uniquely talented, brilliant and industrious people.

    This they have demonstrated here in Nigeria and internationally where they rank amongst the most prodigiously brilliant scholars holding down professorships in many prestigious Universities worldwide but, especially in the U.S.

    Back home they own the most industrialised part of Nigeria.

    But for God’s sake, why would a people so gifted, so talented be equally damn fiendishly avaricious they are never content with all they have?

    Why is there no single effort by any group of Igbos themselves, however miniscule, criticising these their negative proclivities? Why do we never see any concerted effort by Igbos themselves against the bad among them?

    Not even against the Unknown Gun Men tormenting them, paralysing not only their economy but the social life of the entire Southeast region?

    Instead, behaving like a horde, you would find even the most educated Igbo defend his kinsman, no matter the gravity of the offence committed.

    More than the generality of Nigerians, Igbos need a Regional Orientation Agency(ROA).

    They believe they are not much loved by other Nigerians.

    If this categorical assertion is true, Igbos would have only themselves to blame.

    Scattered thin, everywhere all over the country, Igbos must have a rethink over many of the things they do, or casually take for granted, among them: the erroneous belief that because they have the financial resources, from sources known and unknown to buy physical properties, they can purchase  the possibility of ruling over places where they are only, at best,  aliens.

    Without a doubt this write up will be met with some acerbic diatribes by those who hate to hear the truth.

    But then I say: they are welcome 

  • 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.

  • FG describes INSPIRE project launch as beacon of STEM education in Nigeria

    FG describes INSPIRE project launch as beacon of STEM education in Nigeria

    The Federal Government through the office of the Vice President Kashim Shettima, has lauded the launch of the INSPIRE Project as a transformative milestone for Nigeria’s educational and technological development, describing it as a critical step toward empowering the next generation of innovators, scientists, and engineers.

    Represented by the Special Adviser to the President on General Duties, Dr. Aliyu Modibbo Umar, the Vice President delivered an impassioned keynote speech at the official unveiling of the project at the NAF Conference Centre in Abuja.

    The initiative, led by PanAfricare and the TechWomen Alumni Association Nigeria with funding from ExxonMobil Foundation, aims to revolutionize science, technology, engineering, and mathematics (STEM) education in Nigeria’s underserved public secondary schools.

    According to Shettima, “The true measure of a nation’s progress is not in the volume of its exports or the height of its skyscrapers, but in the opportunities it creates for its youth to dream, to discover, and to design the future.”

    He emphasised that Nigeria must no longer position its youth as mere spectators in the global knowledge economy but as formidable players.

    “The INSPIRE Project is a bold and deliberate effort to spark an enduring interest in science, technology, engineering, and mathematics among our students. This aligns perfectly with President Bola Ahmed Tinubu’s vision that investing in education is the most enduring form of nation-building.”

    Read Also: ‘Politicisation of academic institutions destroying Nigeria’s education system’

    At the heart of the initiative is the INSPIRE Box, a high-tech toolkit equipped with 3D printers, robotics kits, laptops, virtual reality headsets, coding software, merge cubes, and lab equipment, designed to bring interactive STEM learning to schools that have historically lacked such resources.

    The project will be implemented in 14 underserved schools across six states, Abia, Bauchi, Kaduna, Lagos, Rivers, and the Federal Capital Territory, with a deliberate focus on gender inclusion and accessibility.

    Over 65% of beneficiaries are targeted to be girls, with a minimum of 3% comprising students living with disabilities.

    In his welcome address, Dr Patrick Adah, Country Director of PanAfricare Nigeria, expressed deep appreciation to partners and stakeholders, especially ExxonMobil Foundation, for their unwavering support.

    “We want to extend our sincere gratitude to ExxonMobil for their generous funding, which has made this project possible. ExxonMobil has been a dedicated supporter of PanAfricare for the past 14 years, during which time they have funded several impactful projects, including the Malaria Control Project in Akwa Ibom State (2011–2017), the Power Forward Project in the Federal Capital Territory (2013–2023), the Future Skills Project in 2024, and now, the INSPIRE Project. Also, ExxonMobil Foundation has continued to fund other projects implemented by PanAfricare in Angola.

    Dr Adah highlighted past achievements as the foundation for the new initiative, citing the remarkable performances of Nigerian students in international competitions.

    “Through the Future Skills Project, we have witnessed the transformative power of equipping young individuals with modern learning tools and mentorship,” he said.

    “The outstanding achievements of our young innovators in the FIRST Tech Challenge serve as a testament to this impact.”

    He noted that early this year, “Government Secondary School, Garki, won the prestigious INSPIRE Award, earning them a place at the World Robotics Championship in Houston, Texas.”

    “Government Science Secondary School, Maitama, received the Innovation Project Award, qualifying them for the Open Africa Championship in South Africa.”

    “Government Science Technical College, Garki, secured the Winning Alliance Award, also granting them participation in the World Robotics Championship in Houston.”

    “The INSPIRE Project (Innovation, STEM, and Partnerships for Inclusive and Relevant Education) is built upon these remarkable successes and achievements,” Dr. Adah continued.

    During the launch, U.S. Ambassador to Nigeria, Richard M. Mills Jr., underscored the international significance of the initiative, saying, “I hope that in the next 15 years, many of the faces I see here today will become tech leaders, empowered through programmes like TechWomen and this partnership between the United States and Nigeria.”

    The Ambassador also highlighted the role of mentorship and international collaboration in expanding professional and cultural understanding.

    “It’s not just about technical skills; it’s about inspiring future generations regardless of gender.”

    Bala Wudiri, General Manager, Public & Government Affairs at ExxonMobil Subsidiaries in Nigeria, echoed this sentiment, reaffirming the Foundation’s dedication to national capacity-building.

    “The INSPIRE Project demonstrates our commitment to nurturing the next generation of Nigerian leaders and STEM innovators. By empowering teachers and students with practical tools and training, we are helping to close the performance and resource gap in Nigeria’s science education,” Wudiri said.

    The event was attended by several high-ranking officials, including the Minister of State for Education, Professor Suwaiba Said Ahmad, the Executive Vice Chairman of NASENI, Mr. Khalil Suleiman Halilu, and the FCT Education Mandate Secretary, Dr. Danlami Hayyo.

    Dr Hayyo commended the initiative, revealing that one of the beneficiary schools in Abuja had recently been declared the best in the country.

    “We are elated that schools in the FCT are part of this ground-breaking programme. I will personally ensure that every donated STEM toolkit is fully utilized to prepare our students for the future,” Dr. Hayyo pledged.

    In addition to the toolkit distribution, the INSPIRE Project includes teacher training in modern STEM methodologies, mentorship programmes, and STEM competitions, aligning with Nigeria’s Education Sector Renewal Initiative and the United Nations Sustainable Development Goals (SDGs 4, 5, 9, 10, and 17).

    The launch marks a new chapter in Nigeria’s educational journey, one where digital tools, curiosity, and innovation converge to reimagine classroom learning.

    “As we hand over the INSPIRE Box to these schools,” Shettima concluded, “we do so with full confidence that it will stand as a beacon of knowledge, creativity, and empowerment. Let us INSPIRE, not just as a name, but as a national calling.”

  • SSUCOEN laments neglect of teacher education, urges greater government support

    SSUCOEN laments neglect of teacher education, urges greater government support

    The Senior Staff Union in Colleges of Education, Nigeria (SSUCOEN) has expressed concern over the government’s continued neglect of teacher education, describing it as a critical foundation for national development.

    The Union stressed that no country can achieve meaningful progress without investing in education, particularly in the training of teachers.

    Speaking in Oyo during the Union’s 40th National Delegate Conference themed “Trade Union Practice in the Contemporary Nigerian Tertiary Education Sector: Clogs, Reflections, and Panacea for Robust Industrial Climate,” SSUCOEN President, Comrade Danladi Ali Msheliza, lamented the declining state of teacher education across the country.

    He noted that the core of the nation’s educational foundation—primary and junior secondary school levels—is being weakened due to a lack of proper investment.

    “Colleges of Education remain the only institutions specifically mandated to train teachers for the foundational levels of education. Yet, this crucial sub-sector continues to suffer from underfunding and neglect,” Msheliza said.

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    He called on the government to urgently prioritise teacher education by increasing funding for colleges of education and equipping them with modern facilities to ensure quality training and delivery.

    He said, “There is serious admission apathy towards teacher education, and the problem is nothing but the welfare of teachers in this country.

    “So we’ve called on the government several times, we are still calling on the government, to ensure that the welfare of workers who generate the economy of this nation is given priority. You cannot neglect our subsector because the role we play can never be overemphasised.

    “That is the reason why I said the government needs to do more for us as colleges of education in this country. We have a dual mandate now. We’ve been given the mandate to run both degree and NCE concurrently without affiliation to any university.

    “Processes are ongoing. To perfect how the dual mandate will be run and executed.

    “We call on government, we call on NUC, we call on the Federal Ministry of Education. Even though the minister has given us his word and we want to commend him, since he came on board he has done very, very well.

    The guest speaker at the event, Prof. Segun Ajiboye, said the federal government should give more priority to tertiary education and avoid strikes with unions on campus so as not to jeopardise the future of Nigerian students.

    Earlier in his address, SSUCOEN Federal College of Education Special Oyo Chapter chairman, Com. Omobosola Oladipupo said the theme of the event will address basic issue that are of concern to the union.

    He said, “Trade unionism in Nigeria’s tertiary education subsector, we are considering the clause, the issues we are encountering, issues delaying the progress of the agitation, reflecting over the past years, what our activities and struggles like, what we can point out as our achievements, and we are trying to see where and how we need to restrategise to ensure we accomplish the mandate of the union.

    “We have discovered that instead of striking all the time and getting nothing out of it, there should be other approaches which, of course, can compel the attention of government and other employing organisations and individuals in the interest of the populace of the workforce.

    “We are looking at contemporary issues and how they affect tertiary education.”

    Dignitaries at the event include the chairman of the Governing Council of FCE, Special, Oyo, Engr. Rauf Olaniyan and Provost of the institution, Dr. Rauf Salami among others.