Executive Secretary, Tertiary Education Trust Fund (TETFund), Sonny Echono, has identified political instability and dwindling economy as some of the factors hindering sustainable funding of the country’s tertiary institutions.

Echono, who disclosed this while delivering the 34th convocation lecture of Olabisi Onabanjo University (OOU), Ago-Iwoye, Ogun State, said these challenges are responsible for the rot and infrastructural decay in the institutions.

Speaking on the topic: ‘TETFund and educational development in Nigeria: The history, treasures and the future,’ Echono lamented that lecture halls, hostels, and other teaching and learning facilities have been overstretched with the fast-growing population in public universities nationwide.

The Chairman of the House of Representatives Committee on Tertiary Education Trust Fund (TETFUND), Miriam Onuoha, on Thursday described TETFUND as the lifeblood of tertiary education in the country, noting that TETFUND should be improved and sustained rather than scrapped.

Onuoha stated this in Abakaliki during the commissioning of N1.3 billion building projects of the Tertiary Education Trust Fund at Ebonyi State University (EBSU), Abakaliki. She noted that she had visited more than 46 universities across the country to inspect their projects, adding that what she saw was marvelous and amazing.

She commended President Bola Tinubu for making funds available to TETFUND to ensure the successful completion of the edifices in the school, calling for the sustenance of the fund in tertiary institutions across the country.

The Sustainable Development Goals (SDGs 4) which focus on education mandate every country to “ensure inclusive and equitable quality edu­cation and promote lifelong learning oppor­tunities for all.” Also, Goal 8 aims to “promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.”

Building an education technology in line with Sustainable Development Goals (SDGs 4) requires intentional efforts and collaboration across stake­holders and areas of work, according to experts. Indeed, there have been calls for youths to use var­ious digital platforms for skilling and upskilling to address Nigeria’s youth unemployment.

The National Bureau of Statistics (NBS), the unemployment rate during the Q2, 2020 was 27.1 percent, up from the 23.1 percent recorded in Q3, 2018. The underemployment rate increased from 20.1 percent in Q3, 2018 to 28.6 percent.

Education, especially higher education, is a step towards adulthood and a foundation for the future. But what happens when education loses its value as a way to climb the social ladder? What if a degree is no guarantee of getting stable work, being able to provide for one’s family, or owning a house or car?

This devaluing of higher education as a path to social mobility is a grim reality for young Zimbabweans. Over the past two decades the southern African country has been beset by economic, financial, political and social challenges.

These crises have severely undermined the premises and promises of education, especially at a tertiary level. A recent survey by independent research organisation Afrobarometer found that 90% of young Zimbabweans had secondary and post-secondary education compared to 83% of those aged between 36 and 55. But 41% of the youth were unemployed and looking for a job as opposed to 26% of the older generation.

The China-Africa digital learning center was launched on Friday at the Open University of Kenya in Konza Technopolis city, about 65 kilometers southeast of the Kenyan capital of Nairobi.

Faculty members from the Open University of Kenya and Donghua University of China graced the ceremony of the China-Africa Regional Cooperation Center for Digital Education and the University of China's Open Learning Center.

Elijah Omwenga, vice-chancellor of the Open University of Kenya, said the launch of a digital skills development hub marked a milestone in Sino-Africa collaboration in the field of education. In September 2024, Donghua University and Open University of China signed a memorandum of understanding with Open University of Kenya to strengthen collaboration in digital education, said Omwenga.

INTERSWITCH, an integrated payments and digital commerce company, has reaffirmed its commitment to promote science-related education in Nigeria and Africa at large. The company gave this assurance while announcing the winners of this year’s national science competition, christened InterswitchSpark, recently.

The competition with this year’s edition being sixth in the series was introduced to identify, celebrate and encourage exceptional young talent among secondary school students in Nigeria and some other African countries as part of the company’s commitment to promoting Science, Technology, Engineering, and Mathematics (STEM) education in Africa.

No fewer than 16,000 students across Nigeria participated in this year’s competition with Henry Ndudu Ekong from Pegasus School, Akwa Ibom State emerging overall winner, while Eric Denyefa Omare from St. Gregory’s College, Lagos and David Umeojiaka from Graceland International School, Rivers State emerged second and third respectively.

Education experts in the country are divided over the Federal Government’s proposal to shift from the old 9-3-4 to 12-4 system. Minister of Education, Dr. Tunji Alausa, on Thursday, made the proposal, in Abuja, at the 2025 Extraordinary National Council of Education meeting, the highest education policy-making body in Nigeria.

The minister hinted that some of the issues influencing the convening of the extraordinary National Council of Education meeting include an introduction of a 12-year basic education system in Nigeria’s education framework and the approval of a national policy on bullying, among others.

He argued that a 12-year model will also guarantee that students receive a more comprehensive and continuous learning experience. He said this would improve educational outcomes and contribute to a more educated populace that drives Nigeria’s economic development.

The Minister of Education, Dr. Tunji Alausa, has proposed a major shift from the current 9-year basic education system to a 12-year basic education model in Nigeria. Alausa made this call at the 2025 Extraordinary National Council on Education (NCE) meeting on Thursday in Abuja. The NCE is the highest policymaking body in education in Nigeria.

Nigeria currently operates the 9-3-4 system, which comprises nine years of basic education, six years of primary education and three years of junior secondary education followed by three years of senior secondary education and four years of tertiary education.

Highlighting some of the issues necessitating the extraordinary NCE meeting, Alausa noted the proposed introduction of a 12-year basic education system in Nigeria’s education framework and the approval of a national policy on bullying, among other topics.

The need for sustainable practices across all sectors of society has become increasingly urgent. Promoting and teaching sustainability principles throughout the educational curriculum is critical in ensuring that the next generation is prepared with knowledge and vision.

The goal of Education for Sustainable Development (ESD) is to change the way people think and work towards a more sustainable future. Since the future is inherently filled with uncertainty and risk, exploring the concept of ESD, its potential impacts and its alternative futures is essential.

ESD is not only about the environment. Although it encompasses caring for the planet, it also includes knowledge and skills related to politics, economics, society and technology – all vital for a sustainable world. ESD encourages higher order critical thinking, complex problem solving and ethical decision making – competencies needed to manage contemporary challenges successfully.

The Vice-Chancellor of the African School of Economics (ASE), Mahfouz Adedimeji, and the Managing Director of Galaxy Backbone Limited, Ibrahim Adeyanju, have called for the ethical adoption of Artificial Intelligence (AI) to enhance education in Africa.

Speaking at the maiden public lecture of the African School of Economics, the scholars emphasised the transformative potential of AI in education while highlighting the need for responsible use. In his address, Mr Adedimeji, a professor, cautioned that while AI has the potential to revolutionise education, it must be used ethically to avoid its misuse.

He noted that AI can facilitate personalised instruction, analyse data, and provide access to quality education in remote areas. He identified low teacher effectiveness and high out-of-school rates as major challenges facing African education and advocated for the integration of AI to address these issues.

Cihan Digital Academy is officially affiliated with the International University of Information Management (IUIM), Colorado, U.S., and awarded full accreditation from the Institute of Information Management (IIM), Africa, for its Artificial Intelligence (AI) and Digital Technology Certification and Masterclass programmes.

This milestone reinforces the Academy’s commitment to setting global standards in AI and digital technology education.Director of Programmes at IUIM, John Montana who confirmed the affiliation said: “Following a thorough review of your proposed collaboration framework, curriculum structure, and alignment with our educational standards, IUIM is pleased to endorse and affiliate with Cihan Digital Academy.

This affiliation reflects our commitment to ensuring that the Artificial Intelligence and digital technology programs offered by your institution meet global standards of excellence and relevance.” With these affiliations, all training programmes at Cihan Digital Academy, including its Masterclass series, will offer internationally certified credentials recognized worldwide.

Classroom dialogue sets the tone for orderliness in lesson delivery, fosters collaboration and nurtures learner confidence to participate in class activities. In fact, it makes lessons look interesting and interactive and includes role-plays, small group discussions and debates.

These activities help learners to share and demonstrate their values, beliefs, perspectives and personal experiences, as well as showcase their critical thinking, creativity and innovative skills. Ultimately, it induces genuine interest in the lesson, especially when it feels psychologically safe.

A research study conducted in Ghana, titled “Perceived Influence of Large Class Size and Psychological Classroom Environment on Students’ Academic Performance”, by Akoto-Baako, H. (2018) revealed that the quality of education depends on, among other factors, the number of students in class and the psychological classroom conditions under which students learn.