The Nation Newspaper

Tag: Education

  • Kind gesture

    Kind gesture

    • Reintroduction of bursary awards to students of Oyo State origin is the way to go

    When free education scheme was reintroduced in primary and secondary schools in states of the South West in the Second Republic, undergraduates also received bursary awards to promote educational advancement. Indeed, many indigent students used the opportunity to move up the social ladder and many equipped to thereby later make their contributions to national development.

    Governor Seyi Makinde’s decision to vote about N550 million to assist final year undergraduates of universities and polytechnics, and students of Medicine, Law and Aviation in the country is commendable. This is indeed one mode of supporting the underprivileged. If other states could adopt the same mode, the people would begin to appreciate the government and gradually build up confidence in their leaders.

    It could be said that more could be done, but this is certainly a step forward. There are some wallowing in abject poverty who need full scholarships to sponsor their children and wards in schools. The Oyo State governor should consider these, too.

    Coming after the Federal Government’s loan scheme, other tiers of government and corporate organisations should travel the same road in the overall interest of the society. If institutions in the United States of America could consider awarding full or part scholarship to the brilliant, women, athletes and the vulnerable in the third world, the privileged in our society and all tiers of government should step up the support system.

    We believe that this is the first step by the Seyi Makinde government, and that his successor in office, especially if he is of another political party, would not cancel the programme.

    Nigeria must not wait until she begins to play catch-up with other African countries before taking serious measures to improve education. We suggest that the Oyo State government should take a step further by immediately incorporating Education students to the scheme. Education is fast becoming a sector for only those who have no choice. There are hardly students who set out to study Education courses in schools. This trend must be reversed in the interest of all. Scholarships and bursaries should be introduced in schools if the golden age is to be restored.

    Beyond bursaries, the Oyo State government, and indeed others, should consider meeting up with the UNESCO recommendation of budgetary allocation for education. The global body has said no government should vote less than 26 per cent of its budget for education. If government at all levels in Nigeria were to adopt this, there would be adequate funding for providing educational infrastructure, training and retraining of teachers, promotion of scholarship in higher institutions, and generally restoring the sector to its pride of place among others in the country.

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    While security of lives and property is imperative, and feeding of the nation’s teeming population must be given priority attention by all, education is the only means of supporting these in the long run. ‘Area boys’, the ‘almajiri’, out-of- school children would stand in the way of curbing insecurity and promoting modern farming. A population of more than 200 million cannot be fed with hoes and cutlasses that belonged in the 19th century. All these require budgetary support as we move on to a modern era.

    We call on President Bola Tinubu to ensure that education budget moves beyond the 10 per cent that has been the highest in the past 10 years. If it is not possible to move up to the recommended 26 per cent immediately, an increase to at least 15 per cent in 2026 is desirable.

    Ultimately, the decision is the electorate’s. As we move towards 2027, sub nationals should not be allowed to run with the narrative that education is the responsibility of the government at the centre only. The 1999 Constitution puts education on the concurrent legislative list that permits both the federal and state governments to legislate. The Oyo State government, as indeed a few others, have shown that it is possible to support schools and students. This is only the minimum. They should move higher, and be joined by others, including the local government councils.

  • Governors must enforce free, compulsory girl-child education – Oluga

    Governors must enforce free, compulsory girl-child education – Oluga

    A member of the National Assembly Commission, Hon. Taiwo Oluga, has urged state governors to strengthen the enforcement of free and compulsory education for the girl child across Nigeria.

    In a statement on Sunday marking International Women’s Day, Oluga, a former member of the House of Representatives, emphasised that education is crucial to securing the rights, equality, and empowerment of women.

    She acknowledged progress in girl-child education, particularly in urban areas, but stressed the need for greater efforts in underserved communities.

    “Much of the success recorded in the campaign for compulsory girl-child education is limited to areas covered by the media, which represents only a fraction of the real challenge.

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    The government must implement functional measures to ensure that young girls in rural and underserved areas receive at least basic education,” she stated.

    Oluga also highlighted the need for adult education programs to empower women in the informal sector, equipping them with knowledge and skills to make informed decisions and improve their livelihoods.

    The APC chieftain called on women’s groups to serve as independent monitors, ensuring that the women empowerment initiatives under President Bola Tinubu’s Renewed Hope agenda reach the grassroots. 

    She commended Nigeria’s First Lady, Senator Oluremi Tinubu, for her efforts in advancing women’s empowerment initiatives, describing them as complementary to the government’s agenda.

    Encouraging young Nigerian women to actively participate in politics, Oluga urged them to join political parties, contest leadership positions, and move beyond being mere attendees at party events.

    She, however, emphasized the importance of male support in amplifying women’s voices and increasing their role in society. 

    Appealing to male leaders, especially within political parties, she called for more encouragement and opportunities for women to take on leadership roles.

  • Ode-Irele and missionary education

    Ode-Irele and missionary education

    • By Olu Ayela

    Stablished almost 60 years ago, the United Grammar School, Ode-Irele, in the old Okitipupa Division of the Western region, became one of the best secondary schools in the country within five years of its establishment. The old Okitipupa Division, now comprising five of the local government areas namely Okitipupa, Irele, Ilaje, Ese-odo and Odigbo, had Manuwa Memorial Grammar School, Iju-Odo, Methodist High School, Okitipupa, Stella Marris College, Okitipupa and United Grammar School, Ode- Irele.

    The four missionary Churches which established the United Grammar School were the Anglican, the Catholic, the Methodist and the Baptist. The Churches were passionate about the school from its earliest beginning; hence they funded the school generously. The audacious level of their funding was largely responsible for the rapid growth and popularity of the school.

    By the middle of 70s, United Grammar School had become the number one school for parents to bring their children to. It ranked with some of the best schools in the land back then, like Loyola, Ibadan Grammar School and Queens School Ede. Some parents from Lagos, Ibadan, Akure, Ondo town, Benin City, etc. The school had the best boarding house facilities, which made the school the first choice of most parents. Meanwhile, the school always had more girls in its enrolment than boys for its first four years until 1969 when the school had an enrolment of 131 boys and 129 girls.

    The history of our school as ably documented by the first Principal, Mr T.O. Oyebade, is an instructive study of what dedicated and focused leadership can achieve against any odds, no matter how daunting. The school started with 44 girls in February 1965. But the maiden set saw 14 boys being admitted and resumed two months later, on 1st April 1965.

    The Christian Missionary proprietors of the school saw the need to accede to the pressure to make the school a co-educational school within the first two weeks of its take-off. They applied to the government for approval to become a co-educational school and removed the word “Girls” in its first registered name to change it to the name it has been now known as for the last 60 years. It is noteworthy that the applications to become co-educational and change the name of the school were processed and approved within two months. It was within the same two months, that all arrangements needed were made, to ensure good boarding house facilities for the incoming boys.

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    It is noteworthy that apart from the Churches providing massive funding to the school, the school was into agriculture. It produced many food crops and ran poultry, whose products it used to feed the students in the boarding house. At a point, the school also sold to the people in its community, the surpluses from the output of its agricultural farms too. Unfortunately, when politicians came with free education in 1979, they unknowingly destroyed this school and others like it by cancelling their boarding facilities and rendering them to be more of glorified primary schools, than the complete secondary schools they are supposed to be.

    Boarding house was the engine room of every secondary school in those days. It enhanced spiritual development, academic development, physical development, metal development and social development. It is my hope that Governor Lucky Aiyedatiwa, who is expected to grace the school’s Diamond Jubilee celebration next month will return all the schools owned by the Christian missionary churches back to their owners for better management and funding. It is already obvious today that our governments, which could not run these schools well yesterday, when the economy was more buoyant, will only be finding it increasingly more difficult to run any great number of schools in future. Indeed, if not for efforts of the old students in refurbishing and renovating the school, there will be nothing to celebrate today.

    In that near future, our governments will most likely be finding it difficult to fund the running of even the public schools they have established today. It will be more difficult to combine running those public schools with our old missionary schools in a tomorrow that is not that far at all, when the increasing population will begin to make even more serious demands on the increasingly shrinking resources of the government for equally important needs of the people, like health care facilities.

    Returning the schools seized by the military from the religious missions is the right thing to do. It will not only relieve the state government of some burden but will additionally create healthy rivalry and competition between our schools which will ultimately be healthy for the education of our children. Let there be competition between and among government-owned public schools, and privately-owned ones, including schools formerly owned by the religious missions in Ondo State. l encourage my governor to emulate Lagos State, by returning the old mission schools to their owners to raise the educational standard of the state. Let the government pay the salaries of the teachers and other staff engaged by these schools only.

    •Chief Ayela is Veteran Journalist, Based in Lagos

  • Education not about academics alone, says  Lagos Commissioner

    Education not about academics alone, says  Lagos Commissioner

    The Lagos State Commissioner for Basic and Secondary Education, Mr. Jamiu Tolani Alli-Balogun, has said education is not about academics alone, but developing the whole child’s intellectual, physical, emotional and social skills.

    He stated this at the just-ended Schools’ festival, which held at the Yaba College of Technology (YABATECH) Sports Centre, and was attended by primary and secondary pupils in private and public schools in the six education districts in the state.

    He said: “Sports and physical education play a vital role in this process. Our middle level sports classify it as a testament to our dedication to this ideal. The importance of sports in schools cannot be overstated.

    “Those sports, through their development, accelerate life skills like teamwork, discipline and perseverance. They learn valuable lessons about hard work, dedication and planning. They build their confidence, self-esteem, and physical fitness. They also forge lasting bonds with their peers, creating memories that will stay with them for a lifetime.

    “Sports have long been a source of entertainment, inspiration and personal growth for millions of people around the world. For many, sports are a way of life and the idea of turning their passion into a career can be a dream come true.

    “The sports industry has evolved significantly over the years, offering a wide range of career opportunities to individuals with different skills, interests, and qualifications.

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    “Our maiden festival is designed to promote these values and provide our students with a platform to showcase their talents, skills and sponsorship.”

    According to him, the festival was not only a competition, but a participation and an avenue for enjoyment.

    “Your dedication, expertise, and positive response are truly inspiring. I am grateful for your commitment to these students,’’ he said.

    He urged the pupils to give their best, and support their teammates.

    The ministry’s Permanent Secretary, Mr. Adeniran Kasali, said Governor Babajide Sanwo-Olu remains committed to delivering quality education.

    He said: “Sport development is very key to the physical and mental development of our children, youths, particularly our students from the basic and secondary education.

    “We are here to develop our youth; we are developing our students, we are here to learn together.”

    The pupils, categorised into Primary U-12, Junior Secondary U-15 and senior secondary/technical college U-17 contested in 16 games, including high and long jumps, track and field(100m, 200m, 400m, 800, 1500, 1× 100 relay), javelin, and shot-put.

    Others were discus, tug of war, volleyball, chess, scrabble and table tennis.

    At the end of the games, District 1 won the highest medals: 17gold, 10 silver and four bronze.

  • Fed Govt unveils policy on skills development in formal, non-formal education

    Fed Govt unveils policy on skills development in formal, non-formal education

    The Federal Government says it has unveiled a national policy for skills development in the formal and non-formal education.

    Minister of Education, Dr. Tunji Alausa, who disclosed this at a ceremony in Abuja, on Tuesday, said that the policy would provide a comprehensive framework for the development and implementation of skills development programmes across all sectors of the economy

    Alausa, represented by his Senior Special Adviser, Dr. Ismaila Adiatu, explained that the policy was not merely a collection of ideas, but a blueprint and a roadmap that charts a course towards a brighter future for all Nigerians.

    “For many years, we have grappled with the challenge of unemployment and underemployment, particularly among our youths. We have witnessed a mismatch between the skills possessed by our graduates and the demands of the labour market.

    “This policy directly addresses these challenges, recognising that skills development is not just an educational imperative, but a fundamental economic and social necessity,” he said.

    Alausa also explained that the policy emphasised the alignment of skills development programmes with the actual needs of industries and employers.

    He encouraged stakeholders to ensure that the training institutions were producing graduates equipped with the skills that were in demand, and not just skills relevant in the past.

    “As you are aware, Nigeria is experiencing rapid population growth and urbanisation.

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    “However, we have put into cognisance a flexible, learner-centred platform, designed to meet the needs of a specific group of people including children, adolescents and youth who are not enrolled into formal education.

    “Individuals will receive training in professions that align with local market needs and opportunities, and this will enable them to develop entrepreneurial skills to start managing their own businesses,” he added.

    He disclosed that the ministry had partnered with the African Development Bank (AfDB), to train 229 girls from the Federal Science and Technical Colleges across the country.

    He also said that 134 students from Federal and State Technical Colleges in the North-East geo-political zone of the country had concluded their hands-on training on tiling and interlocking.

    He pledged the commitment of the ministry to breaking down barriers and ensuring that everyone had the chance to acquire valuable skills for emancipation and empowerment.

  • Future of Nigerian education has arrived…but will it work?

    Future of Nigerian education has arrived…but will it work?

    • By Ejinkeonye-Christian

    Sir: For decades, Nigeria’s education system has been in dire need of reform. Outdated models. Undertrained teachers. A system that pushes students through school without real preparation for life. Now, the federal government has introduced the 12-4 Basic Education Model—a bold shift that could redefine learning in Nigeria.

    But the real question is: Will this be just another policy on paper, or will it truly change the game?

    I must commend President Bola Ahmed Tinubu for this major step in addressing the cracks in our education system. The strength of any nation lies in the quality of its education, and this new model presents a great opportunity. Extending basic education from nine to 12 years without breaks means stronger foundational learning, fewer dropouts, and a curriculum that aligns better with global standards.

    If properly implemented, this could make our students more competitive, both locally and internationally.

    But here’s where we must tread carefully. A longer education system does not automatically mean a better one. If we do not fix the root problems of our old system, this 12-4 structure will simply become a longer version of the same struggle.

    One of the biggest problems in our schools today is the lack of trained teachers. This is not just about having a degree—it’s about having the right training to teach, guide, and shape young minds. Too many schools, both public and private, are filled with teachers who have no background in education, no knowledge of child psychology, and no real grasp of effective teaching methods. And we wonder why students struggle.

    If we want this 12-4 model to work, we must get serious about teacher training and certification. Every teacher in this system should be properly trained, tested, and licensed. No shortcuts. No compromises. A student cannot rise above the quality of the education they receive, and the education they receive depends on the quality of their teachers.

    For too long, we have treated vocational and technical education as an afterthought. Every country has its strengths, and Nigeria’s lies in the talents and creativity of its people. But what have we done with this? Instead of equipping students with practical skills, we have built a system that glorifies white-collar jobs and side-lines those with hands-on talents.

    This 12-4 model should not repeat that mistake. We need to fully integrate vocational and technical education into this system—not as an optional subject, but as a core part of the curriculum. Our students should graduate not just with certificates, but with real skills—skills that empower them to create, build, and contribute meaningfully to society.

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    Imagine a Nigeria where students leave secondary school not just knowing theories, but knowing how to do something tangible—from fashion design to coding, from carpentry to robotics. This is how we build a nation that thrives—not just one that survives.

    Now, let’s talk about one of the biggest missing pieces in our education system—guidance and mentorship.

    It’s not enough to teach students subjects and send them off into the world clueless about what to do next. We need a structured system that helps students understand their strengths, explore career paths, and make informed decisions about their future.

    I wish such a system had existed when I was younger. It would have saved me from wasting years figuring out the right path. Many Nigerians can relate to this struggle—finishing school only to realize they were never really guided towards their purpose. We must do better for the next generation.

    If this 12-4 model is to succeed, we need a mentorship and career guidance structure within it. Students should graduate not just academically ready, but personally and professionally aware of where they’re headed and why.

    The 12-4 education model is a welcome development, but its success depends on how well we implement it.

    Longer schooling is not the solution—better schooling is. If we simply extend the years without fixing the system, we will end up with students who spend more time in school but gain little from it.

    The federal government must prioritize teacher training, vocational education, and student mentorship if we truly want this reform to count. Otherwise, we will look back years from now and realize that we simply created a longer road to the same destination.

    Nigeria has an opportunity to get this right. The question is—will we?

    •Ejinkeonye-Christian,

    Nsukka, Enugu State.

  • Nwosu advocates entrepreneurship, education as pillars of sustainable development

    Nwosu advocates entrepreneurship, education as pillars of sustainable development

    The Chief Operating Officer of Zomax Properties Limited, Prince Uzo Nwosu, has emphasised that entrepreneurship and education remain crucial tools for driving sustainable development in Nigeria.

    He made this assertion in Lagos on Wednesday while receiving the Global Entrepreneurship Award from the Centre for Leadership and Creative Entrepreneurs in Africa Ltd/GTE (CELCE-AFRICA). 

    The recognition honoured his contributions to youth entrepreneurial development across the country.

    The award ceremony, held at Rockview Hotel Conference Center in Festac Town, was part of a forum organized by CELCE-AFRICA to commemorate the United Nations International Day for Education. 

    The event celebrated innovation and leadership that advance entrepreneurial initiatives among young Nigerians.

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    In his acceptance speech, Prince Nwosu Jnr reiterated the transformative power of education in fostering economic growth and social change.

    “This award is not just a personal achievement; it is a recognition of the collective efforts of all those who believe in the transformative power of entrepreneurship and education. Together, we can create opportunities that will shape the future of Nigeria,” he said.

    Ambassador Kingsley Enwelim Nwanze, Director General/CEO of CELCE-AFRICA, reaffirmed the organization’s commitment to supporting entrepreneurs and fostering innovation across Africa. 

    He highlighted the theme of this year’s celebration—”Artificial Intelligence and Education: Preserving the Human Agency in Automation”—which underscores the balance between technological advancement and human creativity.

    The event brought together government officials, business leaders, educators, and youth advocates, all united in promoting entrepreneurship and education as key drivers of sustainable development. 

    Secondary school students from Amuwo Odofin federal constituency were also present to gain insights from industry achievers.

  • Fed Govt advocates shift in education system from 6-3-3-4- to 12-4 year model

    Fed Govt advocates shift in education system from 6-3-3-4- to 12-4 year model

    A policy shift in Nigeria’s education model is underway, Education Minister Dr. Tunji Alausa has hinted.

    He said the Federal Government plans a shift from the 6-3-3-4 system to a 12-4 year education model.

    The proposal, the minister said, would be considered at the extra-ordinary National Council on Education (NCE) – a meeting of the highest policy making body – holding in Abuja.

    Nigeria operates the 6-3-3-4 system, which consists of nine years of basic education, three years of senior secondary education and four years of tertiary education.

    However, Alausa pointed out that some of the issues influencing the convening of the extra-ordinary NCE meeting include the introduction of a 12-year basic education system in Nigeria’s education framework and the approval of a national policy on bullying, among others.

    Alausa said: “It is important to acknowledge that while the 9-3-4 system of education has its merits, it also has drawbacks, such as the need for students to work in order to further their education.

    “It is therefore prudent to transition from the 6-3-3-4 to the 12-4 system of education. By doing so, Nigeria will align with global standards in preparing students for better tertiary education.

    “A 12-year basic education model will ensure a continuous, uninterrupted curriculum, promoting better standardization and fostering quality assurance in the education system.

    “It will also guarantee that students receive a more comprehensive and continuous learning experience, improve educational outcomes, and contribute to a more educated populace that drives Nigeria’s economic development.

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    “A second key agenda to be discussed today at the extraordinary meeting is the conversion of federal science and technical colleges into federal technical colleges.”

    He also said that the Council would be discussing the 16-year age-limit policy on admission into tertiary institutions, which is to be incorporated into the national policy on education.

    The mimister said: “I am sure many of you have heard about the challenges we face as a nation with talented, bright students being disenfranchised from pursuing tertiary education. In any society, it is crucial to standardise the education of exceptionally gifted students who are highly functional.

    “We are now preventing these students, after finishing secondary education at the age of 16, from attending university until they are 18.

    “This delays their development and harms their futures. These students are capable and brave. If we leave them idle, we risk exacerbating mental health issues.”

    On the conversion of federal science and technical colleges to federal technical colleges, the minister emphasised that technical education, which imparts practical and applied skills alongside basic scientific knowledge, is crucial for addressing the current skills gap in the labor market.

    He said: “The provision of technical education allows a nation’s human and natural resources to be harnessed more effectively.

    “Therefore, technical education contributes significantly to national development, driving cultural and industrial progress.”

    Minister of State for Education, Prof. Suwaiba Said Ahmad, spoke of how the President Bola Ahmed Tinubu has been coping with the emerging issues in the education sector.

    He identified the implementation of existing education policies rather than introducing new as the administration’s focus to improve quality, equity and human capital development, especially through the education of women and girls as a powerful tool of breaking the cycle of poverty.

    She said: “However, new and relevant ideas must be injected into the system to reshape the education system, emphasising technical and vocational education training to empower young men and women to be self-sufficient and valuable contributors to the nation.

    “Accordingly, this administration will also focus on preparing students with skills relevant to the job market, and enabling mechanised farming at universities of Agriculture to help address food insecurity.

    “In addition to trade and entrepreneurship, TVET curriculum which includes Renewable (Solar) and Compressed Natural Gas (CNG) will be able to provide teeming young citizens an opportunity of being technicians and entrepreneurs in these areas of future significant economic activities.”

  • Don seeks sustainable policies in education

    Don seeks sustainable policies in education

    • BHS Iwo celebrates 70th anniversary

    A don, Prof. Oyesoji Aremu of the University of Ibadan, Oyo State, has called on  Osun State Government to implement the policies that would revive and sustain the state’s educational sector.

    He said the policies should be futuristic and must not be driven by sentiments.

    Prof. Aremu made this known while speaking at the 70th Anniversary/ Founder’s Day Lecture of Baptist High School, Iwo, held in Iwo, Osun State. The event, part of four-day activities to mark the anniversary, was witnessed by dignitaries that included old students who came in from around the world and representative of the governor. It was chaired by the former Speaker of Osun State House of Assembly, Dr Najeem Salaam.

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    Aremu, a professor of Guidance and Counselling, said despite the school producing over 200 professors, professionals, politicians of note and permanent secretaries, the current infrastructural condition of the school called for urgent attention.

    He urged the Governor Ademola Adeleke administration to assist the school in terms of development

    The National President of Iwo Baptist High School Old Students Association (SOSAHIB), Chief Franklin Akinola, said the school was not just an institution, but also a symbol of excellence, resilience and unity, adding that “by the grace of God, we shall stop at nothing to restore the lost glory of our great alma mater.”

  • Coalition to advocate for quality education, others for children

    Coalition to advocate for quality education, others for children

    Joining Forces for Children in Nigeria has said it would advocate for quality education for children in Nigeria.

    The coalition, which comprises of four international non-governmental organisations – SOS Children’s Villages, Save the Children; Plan International and Terre des Hommes said it would pool resources together to advocate for the protection of rights of children in the country.

    The initiative is aimed at addressing critical challenges facing Nigerian children, and to ensure their rights to safety, education and participation are protected and promoted.

    The alliance is against the backdrop of a report that Nigeria has one of the highest out-of-school children, at 18.5 million, and also 32 per cent of children under the age of five are suffering from malnutrition due to inadequate health care and food security.

    “By combining expertise, resources and reach, these organisations will amplify efforts to combat violence against children, advocate for quality education and empower young people to actively shape their future,” the coalition said.

    The Chairman of the coalition, who is also the National Director of SOS Children’s Villages in Nigeria, Eghgosa Erhumwunse, stressed that the coalition is a testament to their firm belief that no children should be left behind.

    Erhumwunse pledged the commitment of the coalition to support the efforts of the Federal Government to provide protection for children.

    According to him, through advocacy, the coalition will ensure that all rights of children are fulfilled.

    He added: “By combining expertise, resources, and reach, these organisations will amplify efforts to combat violence against children, advocate for quality education, and empower young people to actively shape their futures.

    “This coalition is a testament to our collective belief that no child should be left behind. Together, we are stronger, and we will achieve transformative change for the future of Nigerian children.

    “It is often said that if you want to go fast, go alone; if you want to go far, go together. Today, we commit to going far and wide for the children of Nigeria by pooling our resources and expertise.

    “We can create a Nigeria where every child is safe, educated, and empowered to thrive.”