Speaking at the Autism and Culture: Awareness and Acceptance conference organized by the Bethel Xafe Autism Foundation, they emphasised the need to challenge deeply rooted misconceptions that prevent early intervention and limit opportunities for autistic individuals.

Experts and advocates have called for urgent policy reforms and a cultural shift to improve the diagnosis, education and inclusion of autistic individuals in Africa. Dr. Oluwatosin Akande, founder of Bethel Xafe Autism Foundation and convener of the conference, said autism remains one of the most misunderstood conditions in many African societies.

Citing a 2021 study published in the Journal of Autism and Developmental Disorders, she revealed that more than 60% of African parents consult traditional healers before seeking medical advice when their children show signs of autism. This, she said, delays crucial early intervention and results in many autistic children being denied the support they need.

Oyo State Governor, Engr Seyi Makinde has inaugurated a 12 man steering committee for the second phase of the European Union funded Education and Youth Empowerment Project in Nigeria.

The committee inaugurated on Tuesday at a two – day State Launch and Inception Meeting of the EU-UNESCO Project: Education and Youth Empowerment in Nigeria: Expand, Integrate and Strengthen Systems (EISS) to build Teachers’ Capacity and Resilience from 2024 to 2028 at Kankanfo Inn, Ibadan is expected to provide overall guidance for project implementation in Oyo state.

Speaking shortly after the inauguration, Governor Makinde harped on the need to revamp the educational system in Nigeria to meet the global practices. Represented at the event by the Deputy Governor, Barrister Bayo Lawal, the governor identified the EU-UNESCO Education project as one of the key interventions and collaborations required to change the narrative in the education sector of the country.

A thriving economy is built on talent. Across Africa, the job market faces a growing shortage of highly skilled professionals in critical fields such as engineering, health, agriculture, digital technologies, and others. Faced with this reality, a quiet yet transformative revolution began with the creation of Africa's Higher Education Centers of Excellence (ACEs) in 2014.

A decade ago, a survey by the Africa Investors Council revealed that major companies struggled to recruit qualified talent in these areas, while the African Capacity Building Foundation (ACBF) reported that only about 20% of higher education students in sub-Saharan Africa were enrolled in scientific and technological disciplines.

With over $657 million from the World Bank and a co-financing of around $72 million from the French Development Agency (AFD), the program has enhanced the quality of scientific and technological education through the creation of more than 80 Centers of Excellence across 50 universities in 20 African countries.

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Black Girls In Tech (BGIT) has launched a fully funded university scholarship programme in collaboration with the International University of Applied Sciences, aimed at empowering young women in Nigeria and Ghana. The initiative offers recipients the opportunity to pursue a three-year bachelor’s degree in technology-related fields at no cost.

BGIT, a community-led organisation dedicated to improving the representation of Black women in the tech industry, continues to drive access and inclusion through education, mentorship, and career development. “This scholarship is more than just an education opportunity — it’s a lifeline for young women who have the potential to change the world through technology,” Williams stated.

Naomi Williams, Chief Operating Officer of BGIT and a seasoned tech leader with over a decade of experience across user research, product development, and digital strategy, is spearheading the programme. “We’re creating systemic change by ensuring that Black women are not just learning tech skills but securing careers, founding startups, and leading innovation.”

In a bold move to entrench transparency, accountability, and good governance in Nigeria’s tertiary education system, the Federal Government has directed all Vice-Chancellors of its universities, Rectors of Polytechnics, and Provosts of Colleges of Education to publish key institutional data on their official websites with immediate effect.

Minister of Education, Dr. Maruf Tunji Alausa, who gave the directive, emphasized the need to align Nigeria’s higher education management with global best practices. This directive was contained in a statement by the Director of Press and Public Relations, Federal Ministry of Education, Mrs. Folasade Boriowo, in Abuja.

According to the statement, each institution must provide its annual budgetary allocation in full detail, including breakdowns of expenditure across three core areas: personnel costs, overhead costs, and capital expenditure. The statement highlighted that all affected federal institutions are expected to fully comply with the directive and ensure that their websites are completely updated no later than May 31, 2025.

Teaching is a noble work with good incentive. It is indeed a most vital profession. Teachers lay the es­sential foundation for a person’s ed­ucation. Even the best professors at the most prestigious universities are indebted to teachers who took time and effort to prime and cultivate their desire for education, knowl­edge and understanding.

In fact, all top policymakers in the public and private sectors have been taught by a teacher at some point in their lives. Why do we need teachers? “Bet­ter than a thousand days of diligent study is one day with a great teach­er,” says a Japanese proverb.

Teach­ers provide education for all ages, children to adults, and in a diverse field of studies. Teachers work hard to inspire, guide, educate and mentor us every day. Teaching is an inspir­ing profession that leaves a lasting impact on every child’s life, no mat­ter how big or small it may seem.

The National Universities Commission (NUC) has concluded plans to introduce 12 new programmes into the various universities curriculum across the federation to strengthen weak areas. He noted that the NUC derived its powers from Section 10 (1) of the Education (National Minimum Standards and Establishment of Institutions) Act, Cap. E3, Laws of the Federation, 2004 (formerly Act No. 16 of 1985 as amended).

The 12 new programmes to be introduced are Artificial Intelligence; Classical Christian Education; Community Health Science; Cooperative Economics and Management Studies; Doctor of Medical Laboratory Science; Geomatics Engineering Intelligence and Security Studies; Parasitology and Entomology; Sports Management; Telecommunication Science; Water Sanitation and Hygiene, and Islamic Economics and Finance.

The resolution was contained in a record of the meeting held recently between the NUC and 12-member panel drafted to review the courses to make useful suggestions that will strengthen weak areas in the tertiary institutions curriculum.

The critical and growing importance of empowering Africa’s youths through training and investment in skills development is a key message in the United Nations Economic Commission for Africa’s (UNECA) 2025 economic report on Africa, which focuses broadly on the continent’s growth and the success of the African Continental Free Trade Area, or AfCFTA, programme.

The report, titled Economic Report on Africa 2025: Advancing the implementation of the agreement establishing the African Continental Free Trade Area: Proposing transformative strategic actions, was published in March.

In accordance with previous reports, the latest publication, once again, states that, for economic growth, African countries must invest in the right skills development of its growing number of youths. “With almost 76 million young Africans not in employment, education or training, the need to invest in skills development is particularly critical,” the report argues.

The readiness for fully online higher education campuses depends on several factors, including infrastructure, digital access, faculty preparedness, and student engagement. While online education is expanding rapidly, challenges persist and the need for hands-on learning in certain disciplines must be addressed.

Hence, to ensure quality education, there is a drive towards adopting hybrid models, blending online and in-person experiences while leveraging technology for accessibility and flexibility. If these barriers can be overcome, fully online campuses could become a viable and transformative option for higher education.

Is Africa ready for this shift? Not too long ago – and still the case for many – university students eagerly anticipated the full campus experience, living on-site with access to local amenities such as shops, sports facilities, entertainment, and a vibrant academic community, with lectures just a short walk away.

Ghana will host a high-level forum on Africa’s Higher Education Centers of Excellence (ACE) programme from 7th to 9th April,2025 in Accra. A media advisory issued by Government in conjunction with the Ghana Tertiary Education Commission, the Association of African Universities (AAU), among others, with support of the World Bank and the French Development Agency (AFD) copied to the Ghana News Agency stated that, the forum will take stock of the transformational journey of the ACEs over the last 10 years.

The upcoming forum will showcase key successes, research breakthroughs, innovations, and impact. The programme, the statement indicated, would also address critical challenges in African higher education by enhancing collaboration and training in science, Information Communication Technology (ICT) and digital, engineering and mathematics, agriculture, health, transport and other key areas.

The above goal was to produce a highly skilled workforce to support Africa’s economic growth. The ACE at 10 event is projected to attract 500 participants from across the continent, including higher education and finance ministers, members of academia and research institutes, development partners such as the French Development Agency, African Union, International Experts and representatives from the private sector.

The Oakonsult Disabilities Outreach has emphasised the need for inclusive care and specialised support for children with disabilities in Nigeria, stating that every child deserves the opportunity to thrive regardless of medical or neurological challenges.

Chief Responsibility Officer (CRO) of the Outreach, Olufunke Adeloye, who spoke during a media briefing for the groundbreaking of the OAK Centre Prime, yesterday, a dedicated facility for children with special needs, noted that inadequate specialised care, limited educational opportunities, and societal stigma had led to the marginalisation of children with disabilities.

“The vision for this centre emerged from the desire to impact the lives of individuals with disabilities and their families, as well as enabling them to experience a fuller and more abundant life,” she said. The OAK Centre Prime will provide diagnostic services, respite accommodation, and daycare for children and young adults with disabilities.