The Ministry of Education is working with internet service providers to introduce zero-rated access to education platforms used in schools and host frequently used school services in local data centres as part of efforts to improve internet performance.

The plans were outlined on Monday, June 29, during a hearing before Parliament's Public Accounts Committee (PAC), where lawmakers raised concerns that internet coverage remains limited in some parts of schools and connection speeds remain slow despite significant investments in connectivity.

Bella Rwigamba, Chief Digital Officer at the Ministry of Education, told lawmakers that all 1,500 schools targeted under the government's connectivity programme had been connected. However, she said growing demand for internet services has affected performance in some institutions.

The Head of the Department of Languages at St Joseph's College of Education, Dr Dominic Frimpong, has called on the government to establish language laboratories in all the colleges of education to improve practical instruction and strengthen the communication skills of teachers.

He expressed concern over the lack of such facilities in teacher-training institutions and described the situation as a major setback to efforts aimed at improving language teaching and learning and producing competent instructors.

He told the Daily Graphic that none of the country's teacher-training institutions had established a language laboratory to support practical language instruction despite the critical role language played in teaching and learning.

Teachers remain the single most important school-based determinant of educational quality and learning outcomes.

Consequently, in developing education systems such as Ghana’s, the question of teacher adequacy becomes even more critical. Yet, despite the complexity of teacher workforce planning, public and policy discussions in Ghana have increasingly become dominated by a single metric: the Pupil-Teacher Ratio (PTR).

Over the years, PTR has gradually evolved from a broad system-monitoring indicator into the dominant benchmark for analysing teacher adequacy.

The Federal Ministry of Education says it will officially unveil the Digital National Education Management Information System (DNEMIS) on July 1 to strengthen education planning, governance and service delivery through reliable data.

Mr Adebayo Onigbanjo, National Project Coordinator, Special Programmes Operations and Implementation Unit (SPOIU), Office of the Minister of Education, made this known on Monday at a news conference in Abuja ahead of the unveiling.

Onigbanjo said the initiative was a key component of the Nigeria Education Sector Renewal Initiative (NESRI), being implemented under the leadership of the Minister of Education, Dr Tunji Alausa.

Namibia’s inclusive education framework continues to show a gap between policy and implementation, with stakeholders warning that limited data, uneven access, and persistent barriers are shaping the lived reality of children with disabilities. 

Children with disabilities are still facing uneven access to education and support in Namibia, as policy commitments, lived realities in classrooms, and community-based survival systems continue to diverge across the country. 

This emerged from a high-level dialogue in Windhoek at the UN House, where stakeholders said the country must move from policy recognition to practical inclusion in schools, communities, and public systems.

The Executive Secretary of the National Commission for Colleges of Education, Dr Angela Ajala, has unveiled plans to introduce a competency-based digital curriculum across Nigeria’s colleges of education, stating that her administration is determined to restore the prestige of teacher education and produce a new generation of digitally skilled, globally competitive teachers.

Ajala made the disclosure on Wednesday in Abuja during activities marking her first 100 days in office.

At the event, she outlined a reform agenda centred on curriculum modernisation, digital transformation, skills acquisition, inclusive education and the implementation of the dual-mandate policy.

Ineffective teaching approaches, limited access to reading materials, and overcrowded classrooms, are some of the persistent challenges limiting learning outcomes for students, experts have said.

This follows revelations from the 2025 Learning Achievement in Rwandan Schools (LARS) assessment, which highlighted challenges in learners' reading comprehension and language proficiency.

Jules Mayahuge, a Kinyarwanda lecturer at the University of Rwanda, said the challenge is not that children do not know the language, but rather what they are exposed to during the learning process.

The Universities Fund has released Sh4.2 billion in scholarships to public universities to support more than 400,000 continuing undergraduate students under the Student-Centred Funding Model (SCFM).

The latest disbursement raises the total allocation from the National Treasury for the 2025/2026 financial year to Sh18.4 billion, with the funds set to cover tuition fees for students who enrolled in universities in 2023, 2024, and 2025.

Universities Fund Acting Chief Executive Officer Edwin Wanyonyi said the funding demonstrates the government's continued commitment to expanding access to higher education and supporting students from vulnerable backgrounds.

The Federal Government has committed over ₦217 billion within the last two years to strengthen medical education and healthcare training across Nigeria, reaffirming its commitment to building a robust healthcare system driven by quality education, research, innovation and human capital development.

The Minister of Education, Dr Olatunji Alausa, disclosed this during the opening of the inaugural International Conference of the Faculty of Basic Clinical Sciences (FBCS), College of Medicine, University of Lagos.

According to a statement issued on Wednesday by the Minister’s Special Adviser on Media and Communications, Mr Ikharo Attah, Dr Alausa said the administration of President Bola Ahmed Tinubu recognises that sustainable healthcare development depends on strategic investments in institutions responsible for training doctors, nurses, pharmacists, scientists and other healthcare professionals.

The United Nations Children’s Fund (UNICEF), Ghana, has commended the country for putting in place strong policies to support early childhood development but says more investment is needed to ensure that every child has an equal opportunity to thrive. Businessopportunities Ghana

The commendation is contained in a new report titled ‘Unlocking Potential Early: Rebalancing Public Spending for Children in Ghana, 2026,’ which describes Ghana as being on the right path following the approval of its Early Childhood Care and Development (ECCD) Policy.

Speaking at a ceremony last Thursday, the Chief of Social Policy at UNICEF Ghana, Pauliina Sarvilahti, said although progress had been made, public spending on children remained low, delayed and unevenly distributed, particularly within the first five years of life.

Katsina State governor, Malam Dikko Umaru Radda, has disclosed that his administration has recruited more than 10,000 teachers since assuming office, as part of efforts to strengthen the education sector and improve learning outcomes across the state.

The governor also announced the expansion of the state's automatic employment policy for first-class graduates, extending the initiative to all Katsina indigenes who graduate with first-class honours from higher institutions across Nigeria.

Radda made the announcement at the closing ceremony of the First Katsina State Students' Week held at Bayero University, Kano.

A four-day workshop on early childhood development (ECD) research dissemination for policy intervention in Sub-Saharan Africa has ended in Accra.

The event was organised by ESSA and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge.

It brought together 31 research grantee awardees of ESSA and REAL Centre’s ECD project, alongside selected policymakers, to share research findings, explore policy implications, and co-create pathways for evidence uptake.