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Your most outstanding strengths are not always the ones you recognize to be so - or the ones you naturally gravitate towards. The one that will eventually announce you to the world could be the very one you repeatedly run away from. There are times when we believe we’re just the “Don” at something because we’ve been doing it for so long and besides, it’s an area our supposed strength has always led us to. We just can’t imagine ourselves doing anything else. Someone then comes along who has never done it before and expresses a total lack of confidence in his ability to do it. He does it anyway and surprisingly proves to be a natural. This can be extremely demoralizing for the “Don” but, hey! Wake up and smell the coffee. That’s life. It means you’re yet to find your sweet spot.

The fact that you fear something doesn’t mean you can’t be excellent or even the best at it. The activity, profession or occupation you like, may only take you to the level of good and not great. Why do you think discerning people around us sometimes see what we have the potential to be great at even when we don’t? There are times when we simply need to yield to these latent “strengths”, accept them to be so, so we can run with them - even when it scares the hell out of us. In backing this up, Jim Collins in his iconic book, Good to Great had this to say: “You might have a competence but not necessarily have the capacity to be truly the best in the world at that competence. Conversely, there may be activities at which you could become the best in the world but at which you have no current competence.” So you may appear not to have competence in something and yet possess an uncanny, innate ability to excel at it. Sounds a little cryptic perhaps but it actually makes perfect sense. Cast your mind back for a moment as I refer to the earlier statement. Have you ever been told that you would be great at something that has always scared the living daylights out of you? Maybe you’ve been told you’d make a great public speaker or a fantastic compère, meanwhile there’s nothing that puts the heebie-jeebies in you more than the thought of talking before a large crowd. And somehow, you either whip up the courage to just try it or you find yourself in a situation one day where you have no choice. You step up to the challenge and unknown to everybody present, you’re shaking like a jelly inside; however, you carry it off wonderfully. It just flows. You’re a natural.

I remember when I was at my Prep school (Primary school) in the UK. And because it was a boarding school, it was compulsory for us to write letters to our parents every Sunday. It was one of those “immediately after lunch” affairs. I hated it. Even the thought of it would always scare me. I wasted half of the allotted time looking around the hall in a complete blank. What am I going to write that’s different to what I wrote last Sunday? Do take note that this was in the 1970s, when a letter could take a better part of a month to reach its final destination in Nigeria! Still, whether I liked it or not, I had to do it. I was always one of the last to finish and leave the hall - way past the time allotted to it. But my dad would always write back to say he enjoyed reading my letters. He liked the way it was comprehensive, well thought out and how it would flow from one item to the next in a logical manner. The commendation pleased me but that was where it ended. After he passed away in 2013, I found several of my letters from back then amongst his personal belongings. Several decades later, my eldest brother and I got involved in a small business together and I remember feeling quite chuffed when he responded to an update I had to relay to him one day. He said he just had to inform me that he loved reading my updates and messages because they were not only complete, thorough and unambiguous but the structure was easy to follow from item to the next. A few years after that, I founded a beautiful and highly successful supermarket with a partner and on the days that he couldn’t come in, I would always relay how the day went in writing. He too one day expressed a similar opinion and added

that they were always a joy to read. About a year ago, a fellow neighbour got my phone number and called me to say she was always impressed by my quick responses and timely feedback to the “house” regarding electricity matters. I had been elected to head the Electricity Committee of our estate which meant liaising with the distribution company on behalf of the estate and reporting back. She didn’t stop there but said she always marveled at how well I was always able to convey the relevant information on the estate WhatsApp platform. She didn’t stop there either but went on to ask if I’m into politics! As I responded in the negative, she said she just wanted me to know that if I ever decided to participate in politics, I have a loyal supporter waiting! To this day, I don’t know who she is. She insisted on remaining anonymous.

I hated being given a random title and told to write a story on it at school. This was just a nightmare for me. Many decades later, I have however come to realize that what was really missing all those years was something I was driven to write about. When writing on topics that I’m passionate about, it feels like I’m in my own little heaven. I find myself totally in my element but tell me to write about gardening or about magnificent mansions for example, and it would feel like a punishment. You may take some consolation in knowing that though you would almost certainly be bored reading it, it couldn’t compare to the boredom that would consume me while writing it. Sometimes, all that’s needed to bring the best out of you is for the talent to be channeled in the right direction. So like a wise person once said, do it afraid. Your best self may just be waiting on you to face your fears so he or she can finally emerge and blossom for the whole world to see. When you arrive at that sweet spot, everything within you will tell you, this is where you’re supposed to be.

Oladapo Oritsemeyiwa Akande, a weekly newspaper columnist for several years, is a University of Surrey graduate with a Masters in Professional Ethics. An alumnus of the Institute for National Transformation and author of two books: The Last Flight and Shifting Anchors.

LinkedIn: Oladapo Akande

Breaking Chains of the Past: Decolonizing Education for a Brighter Future

By Stephanie Martin and Dr Afnan Boutrid || Founders of Edvance Education Consultants, Dubai

The year is 1962 and Algeria has just won its independence from France. Abdelmajid is a young Algerian boy with warm brown eyes, who has witnessed first hand the crimes of France against his family, his neighbors and his countrymen. In 132 years of French colonization, more than 5 million Algerians have lost their lives. But despite the struggles and violence that he faced during the French occupation, he remains hopeful for future life in a free Algeria.

In the years following Algeria’s postindependence, Abdelmajid’s primary school teacher would tell him that there would be no school lessons that day. Instead, he and his peers were to go out to Hamam Al-Salaheen (the old Roman bathhouses), and instructed to plant new seedlings. Abdelmajid was overcome with joy when the teacher placed the tiny, innocent tree in his hands and had him submerge it into the fresh soil. His teacher excitedly told the students that these trees would one day grow to be a vast, beautiful forest and would symbolize the beauty of Algerians taking back their land from colonial masters.

Decades later, Abdelmajjid would bring his three daughters to this now rich

and breathtaking forest pictured below. He would tell his daughters about this memorable day when he and hundreds of other Algerian children planted trees as a symbol of hope and of their resistance to French colonizers.

This brave young man was my father.

But of course, Algeria, which sits at the crown of the African continent, is not the only nation with a past deeply rooted in the complex web of colonisation. At the tail end of the mother country, South Africa is no stranger to the angst, political upheaval and disruption that stems from the imperialist mentality and colonial control. And while the earliest traces of colonialism began in the 1600’s, we still see the infinite wounds etched in the soil of Southern Africa, for

of Rhodes University in Cape Town, South Africa, chanting and toyi-toying - a political protest dance - calling for the removal of the Cecil Rhodes statue, which commemorates the former Prime Minister of the Cape and controversial De Beers diamonds founder. Why did this act form such a pivotal point in modern African history, you may ask? It wasn’t because students hurled human excretions at the statue - though this became a controversial talking point amongst us all. But it made African students point to the root cause of their distress - the fact that in 2015, their education was still largely Eurocentric and did not accurately depict the struggles of their people; their ancestors.

You see, #RhodesMustFall gave African youth a means of explaining to educational leaders how it feels to be young, gifted and black - in the words of Nina Simone - and yet be unable to see yourself reflected in the very curriculum that you are forced to learn.

it’s a tale that sadly, is not fiction at all. Perhaps you remember when a flurry of students stood united at the stairs

Now, fast forward to 2023 and we find that many who have not been affected, or their family lineage impacted by the effects of colonisation may shrug and merely suggest that ‘history is history. Have we not evolved?

In 2023, does our children’s curriculum reflect an accurate depiction of Africa’s history?

(Image: Usplash)

The Forest in Khenchela, Algeria. (Shuttershock)

And to a degree, they raise a point. The past is in fact, the past. And history remains history.

So why should we bother to try and honour the idea of decolonising current curriculum programs in African schools and universities? It’s simple. Take the 15th century slave trade, South Africa’s apartheid era, the Boer war, or Algeria’s war of independence against French colonisation. How can the future of our world - our students - learn from humanity’s past indiscretions if not presented with an accurate depiction of history in schools? In 21st century schooling, it’s ever-important that our students are learning about the version of history that did in fact occur, and not one that has been carefully curated to suit textbooks.

So where does Nigeria’s education system sit within the scale? In an attempt to follow suit with the growing trends in western education, the NTIC offers most standard subjects such as Mathematics, Sciences and English language studies.

And as with many African countries, the curriculum program also offers students the chance to study their own native language; Hausa, Yoruba or Igbo. But we must also recall that prior to the introduction of Islamic and Christian education, the curriculum of the indigenous was made up of cultural traditions, legends, rituals and the passing down of knowledge to each generation from tribe to tribe. Some may argue that we have surpassed this level of education - for what good will it do our children in the real world?

And that, folks, is the whole point of the asset based approach to decolonising education. It is not enough to merely reconnect with past cultural traditions on a superficial level. Instead, we must discover ways to see the history of the nation as an asset, not a problem, nor an inconvenience. There must be respect for educational diversity. We must know where we have come from in order to understand the direction in which where we need to go.

So, in what ways can Africa as a continent take back its curriculum authority?

And like the young, proud Algerian, Abdelmajid – where can we plant trees of indigenous knowledge so that the legacy of our ancestors and those who formed the pillars of our lineage, live on?

First and foremost, we must embrace, celebrate and own our diversity. Our accents. Our stories. As educators, we must let our students tell these stories and in turn, welcome those who are still in search of one. Our bookshelves need not only be lined with Shakespeare, but should be accompanied by the likes of Chimamanda Ngozi Adiche and Chinua Achebe.

depiction of the past, how will our future generations ensure that history’s most painful lesson does not repeat itself?

Stephanie Martin

South African by heritage, Stephanie is the co-founder of Edvance Education Consultants and has over 10 years of experience as an educator and thought leader in the education profession - both in Australian and international school systems. As an educator in universities and schools, Stephanie focuses on building and sustaining high quality pedagogical practices to enhance teaching and learning, as well assisting organisations to implement assessment methods that foster 21st century skills. Stephanie is a published co-author, researcher and a dynamic keynote speaker.

Dr Afnan Boutrid

Algerian-American Dr Afnan Boutrid

(Ed.D) is the co-founder of Edvance Education Consultants and a practising Assistant Professor in academia with a wealth of experience in the education profession, both in the United States and Middle East region. Afnan specialises in curriculum design, assessment and culturally responsive teaching practices and is an active researcher, lead author and lecturer in Dubai, UAE. As a thriving researcher, Afnan believes in the power of bridging the gap between theory and practice, ultimately bringing change and empowerment to the field of education.

Sources:

Adekunle, A. (2023). Decolonizing the Nigerian Curriculum: A path to selfreliant education.

The harrowing stories of history need not be swept under the rug, nor used as a form of blame. But rather, our education system must use this as a tool for the improvement of humanity.

For if not presented with an accurate

Souaiaia, M. (1990). Language, education and politics in the maghreb, Language, Culture and Curriculum, 3:2, 109-123, DOI: 10.1080/07908319009525078

(NBC News, 2015)

(The Guardian, 2015)

The word Confidence sure sounds like a very big word for little children. Trust me, it’s not as serious as it sounds.

Building confidence in young children is very essential for their social, emotional and cognitive development. Most parents or caregivers get really worried when their little ones get to a certain age and struggle with interacting with their peers or even answer a few simple questions. These children tend to shy away from being put in the spotlight, no matter how small the audience is.

We actually do have a huge role to play in ensuring children are able to express themselves both in actions and words and not feel intimidated or out of place. As Parents, Caregivers of Educators catering for young children, we must always create opportunities for the children to express themselves, tell their own stories, use their imagination and explore their creativity. It is our responsibility to use certain strategies to help foster confidence in our little ones.

Offer frequent praise and encouragement for their efforts, even for small achievements or even when they don’t succeed at all. Use specific and sincere praise to let them know you appreciate their actions. This actually gives them the courage to keep trying and to put in their very best the next time. Children value praise and encouragement a lot. You really want to keep those words and actions of encouragement flowing.

Building Confidence in our Little Ones.

By Uche Chidike-Okoro

Secondly, it is important you set realistic goals and expectations. Remember, you are dealing with young children and so you shouldn’t give them tasks that are way to advance for them. Seeing how challenging the tasks or activities are will only make them scared even before trying them out. We want to build confidence in children to try out activities and not shy away from them. Setting achievable goals helps children experience success and boosts their confidence.

In building confidence in our little ones, it is very important to provide choices and Autonomy. Allow children to make choices and decisions within safe boundaries. Give them opportunities to make simple choices, like what outfit to wear, which book to read or what resources they want to explore with. This helps them feel a sense of control and independence. However, please note that this should also be done in moderation so the children don’t start to struggle with taking instructions or other’s opinions. One of the best strategies to build Confidence in your little one is to model confidence. This can never be overemphasized especially knowing that children always mimic the behaviour of adults. So, demonstrate confidence in your own actions and decisions. Show them that it’s okay to make mistakes and learn from them.

Remember that every child is unique and builds confidence in an ongoing process. Tailor your approach to your child’s personality and needs and be a consistent source of love, encouragement and support as they grow and develop.

Uche Okoro is a veteran educator with expertise in early years education and was recently appointed as the West African Champion/Assessor at International Quality Mark (IQM). She is currently heading an international school in Abuja, Nigeria. She is a seasoned early years trainer who has vast knowledge of the intricacies of adopting the British Early Years Framework, which she is well acquainted with and has had several trainings on how the curriculum can be adopted in Nigerian schools. Uche has a Bachelor’s Degree in Political Science from the University of Abuja and a Post Graduate Diploma in Education. She also has an Early Childhood diploma from the Open University, Australia and is a registered Teacher in Nigeria.

She is the Program Coordinator of the Teacher Development Program and the founder of ‘The EYFS Hub’, an educational platform with the objective to change the narrative of the Nigerian Education sector. She has training in Special Education, Safeguarding, Early Childhood Development and Administration, Curriculum Instruction, Teacher Leadership, amongst others. Uche has participated in the Nurturing Program to help improve student wellbeing. She is passionate about keeping children safe in education and is very experienced in how this can be effective within an African context.

“Believe you can and you are half way there”

Transforming Nigeria’s Educational Institutions: The Impact Of UNESCO Associated Schools Network (UNESCO ASPnet)

Education has become the most powerful agent of change that is essential to the success of the 17 Sustainable Development Goals (SDGs). The ability to generate and execute transformative ideas are key to achieving success in the education sector. In recent years, we have observed the commitment of Nigeria towards achieving SDGs that are related to education, equality and sustainability. SDG 4, which is the enabler of the other SDGs, seeks to ensure inclusive and equitable quality education for all across the world. Achieving SDG 4 is significant, where the state of our education is daunting, despite the efforts of the government, private sectors and international donors towards addressing the issues facing education in Nigeria. To achieve quality education in Nigeria, there must be a rethink of pedagogical approaches and contents of the curriculum. Can we transform our educational institutions through pedagogical approaches and contents? Do networks such as UNESCO ASPnet have the structure that can support institutions to attain equitable quality education?

UNESCO Associated Schools Network (ASPnet) is a global network that plays a crucial role in improving the quality of education, stimulates innovative approaches to education and emphasizes the four pillars of education for the 21st century.

Its policies and practices are focused on transformative pedagogies, inclusive learning environments, intercultural understanding, and equipping young people to become agents of change, global citizens and peace builders. Its visibility in Nigeria has helped to create a sense of community among schools by sharing best practices and exchanging ideas. ASPnet in Nigeria is involved with organizing training programmes for teachers to enhance their knowledge and skills in delivering Education for Sustainable Development (ESD). The initiative equips teachers with innovative pedagogies and resources to engage students in critical thinking and problem-solving that are related to sustainable development. They are empowered to integrate sustainable development concepts by incorporating themes such as climate change, biodiversity, inequality, social justice, respect for diversity and human rights into subjects that are taught in the classrooms.

ASPnet facilitates student exchanges and collaborative projects between member schools in Nigeria and other countries, which provides a platform for students to engage in cross-cultural dialogue and exchange. It actively promotes environmental conservation by organizing tree planting campaigns, waste management initiatives, awareness programs on climate change and biodiversity conservation. It

instills a sense of environmental stewardship and encourages students to take action for a sustainable future. Has the network made an impact since its establishment in Nigeria?

ASPnet activities are carried out through awareness campaigns, workshops and projects to educate students about the 17 SDGs and encourage their active participation. Member schools engage in activities such as, creating school gardens to promote organic farming, waste management and recycling programs, that not only raise awareness among students on the importance of protecting the environment, but prepare them for the challenges of the 21st century by taking actions towards sustainability. Schools are encouraged to adapt the Education for Sustainable Development (ESD) principles into their daily activities, which is paving the way for a greener and sustainable future. Through student exchanges and collaborative projects, ASPnet fosters intercultural understanding and global citizenship that promotes tolerance, appreciation for diverse cultures, and contributes to social harmony and peaceful coexistence. Through dialogue sessions, students learn about conflict resolution strategies, human rights, and intercultural dialogue that fosters a culture of peace and social cohesion. Member schools organize events that celebrate UNESCO’s International Days, Nigeria’s rich cultural heritage and

PHOTO:

promote dialogue among students which in turn contributes to the development of an inclusive and harmonious community in Nigeria.

The network helps students develop critical thinking, problem-solving and leadership skills to engage in community service and advocate for sustainable development that addresses local/global challenges. By embedding these principles, ASPnet is nurturing a new generation of Nigerian youths who are committed to sustainable development and social progress.

To achieve transformative institutions, Nigerian educational institutions must look beyond the conventional pedagogical approaches for change to occur. The answer to the question asked earlier is, Yes. It is clear that ASPnet contributes to the development of education and responsible global citizens. Its impact in Nigeria schools serves as a testament to the importance of education in addressing social challenges and building a sustainable future that extends beyond the classrooms.

Tessy Amayo is a Senior Education Officer with the Federal Ministry of Education (FME) and the Deputy Secretary II, Communication & Information Sector at the Nigerian National Commission for UNESCO. She is also the National Coordinator of UNESCO Associated Schools Network (UNESCO ASPnet) in Nigeria. Tessy believes that transformative pedagogical practices can enhance the teaching and learning processes for the 21st Century. She has over 6 years of experience as an educator, as well as in assisting ASPnet schools to implement practices which foster skills for sustainable development. Tessy is a Microsoft Certified Educator, Global Citizenship Education and curriculum expert. Till date, she remains a member of the Teachers Registration Council of Nigeria (TRCN).

About The Nigeria FinTech Week

roundtable discussions, unique product pitches, exhibition stands, and ample networking opportunities.

The Nigeria Fintech Week (NFW) brings together 10,000+ financial and fintech executives from across Africa and the world for a week-long series of events that highlight and celebrate Nigeria’s innovative fintech scene.

Covering the breadth of the financial industry, over 70% of attendees are decision-makers from banks, insurers, fintechs, technology and service providers, VCs, media, government representatives, and regulators.

The theme for this year’s event is Fintech: Resilience, Innovation, and Diversification, reflecting the compelling urgency to adapt and thrive in an ever-evolving landscape.

Attendees can expect an exceptional line-up of sessions, featuring renowned keynote speakers, interactive panel debates, thought-provoking workshops, exclusive

This is a unique opportunity to engage with some of Africa’s key influencers, decision-makers, and innovators. NFW spans some of the most current themes in fintech and answers those burning questions in a fast-paced and dynamic way – from keynote presentations and interactive panel debates to workshops, roundtables, and plenty of networking opportunities. Some of the confirmed and expected speakers are President Bola Ahmed Tinubu, Dr Adesina Akinwumi President of Africa Development Bank, Gbenga Agboola CEO of Flutter wave, Mr Ebenezer Onyeagwu MD Zenith Bank.

Some of the confirmed sponsors and Ecosystem partners of NFW 23 include: Mastercard, Zenith Bank, Banwo & Ighodalo, UUBO, Sycamore, Alliance Law , Horizon Pay, VFD Group, AELEX, NIBSS, SEC, NCC, SDM Communications, Coinnewsextra and Proshare.

Embrace the opportunity to be a part of this distinguished fintech event. You can register to attend NFW23 at https://nigeriafintechweek.org/.

For sponsorship and partnership inquiries, please contact Seun at exec.sec@fintechng. org or call +2349030003013. Additional event details can be found at www.nigeriafintechweek.org.

Interview Special With Dr Taiwo Olatunji

Have you ever experienced that moment when someone tells you about a brilliant yet simple business idea? A no brainer. And you just think...hmmm, why didn’t I think of that? I can assure of one thing. If you haven’t experienced it before, you will certainly experience it when you read Dr Taiwo Olatunji’s interview. It’s a ‘no brainer’.

Who is Taiwo Olatunji?

I consider myself a dynamic individual who is passionate about providing solutions to challenging problems and taking care of others. As one with an unusual ability to see beyond the ordinary and forge meaningful relationships with individuals from all aspects of society

How were your upbringing and educational background?

My parents married in England and raised four children. I am the youngest of four. I attended Government College, Eric-More, Lagos, sat for my GCE a year early and re-joined my family in London aged 15 where I completed secondary school, college and University. I have a first degree in Biochemistry followed by a second degree in Medicine and a specialisation in General Practice.

I have been a doctor for over 10 years. Previously worked as a research scientist in Oncology and later worked in the pharmaceutical industry initially with Merck Sharp and Dohme then later for AstraZeneca.

How was the BHIS idea birthed?

It was a natural evolution following the founding of the first Afro-centric Medical Concierge company in the UK called MHF Medical Concierge. It’s a private healthcare company that looks after all health and related affairs of high net-worth individuals, predominantly Africans anywhere they need healthcare in the

world.

BHIS was born following the challenge a client faced in accessing information about the health status of his daughter who was unwell whilst in boarding school. The families resident in Nigeria were unable to speak to a doctor or nurse at will to brief them about their child’s illness.

Many parents whose children study abroad assume the National Health Service (NHS) will provide care when needed, after all the UK is famed for its high standard of healthcare. Unfortunately whilst this is largely true, what many fail to understand is that care is not instant and waiting times to access the free NHS service are increasingly longer.

Take, for example, the waiting time to see a GP in most parts of the country for a routine appointment is two-week and to see a specialist three to four months with some specialities taking up to 14 months to see someone.

The same applies to imaging and even blood tests. More notably is that parents abroad are not afforded instant contact with a doctor when their child is unwell whether mildly unwell or seriously ill needing admission.

The NHS makes no provision for a personal service regardless of means or status. It is near enough impossible for a concerned parent whether abroad or local to be granted an audience with a GP or hospital consultant at the parent’s will.

An appointment may be had in the best of scenarios, often needing the intervention of secretaries or school nurses

and at best a wait of days to weeks to arrange such an important discussion.

The truth is if doctors spent their precious time speaking to concerned parents, there will be little time left to do much else hence secretaries protect this precious time so that patient consultations can occur undisturbed.

This is at the expense of anxious parents who reside abroad. MHF stepped in for this particular client and was able to have a doctor-to-doctor conversation with the GP and then a hospital consultant on behalf of the family back home then related the information and answered all queries having full knowledge of the case and test results.

Understanding the cultural and personal expectations of parents abroad allows us to be able to fill this unmet need with immense satisfaction from parents. The service caters for students from primary school to postgraduate students in University.

What are the predominant challenges faced by Nigerian students in the UK and other European countries when trying to access healthcare?

Most International students including Nigerian students are new to the NHS and unaware of accessing healthcare including waiting times. To complicate things further most international students are used to a walk-in private health service back home where a doctor’s appointment can be had either by calling the doctor directly or turning up in his clinic.

Most enjoy a personalised service that does not exist in the NHS in the UK. This often leads to students not reporting symptoms or at best reporting them late and often first to friends and family who are often abroad and unable to facilitate urgent care.

In addition, in the absence of a health advocate, it is not uncommon that when students seek private healthcare on their own, they end up paying for unnecessary consultations, tests and specialist fees.

Another common challenge is the lack of knowledge about patient rights to their medical notes including test results. Although challenging to access due to

the remote location of parents, students can grant parents access (automatic if less than 16 yrs old).

BHIS solves all these challenges by creating the first-ever bespoke healthcare service for international students which aims to allay parent anxieties by providing

a seamless line of communication between parents and their child’s medical team. Using technology, this is roundthe-clock access and the ability to share medical notes that can be accessed remotely from anywhere.

Is BHIS only for students in the UK alone?

Yes. We take on students studying in the UK only

How affordable is the service?

It is comparatively very affordable. Its annual subscription ranges from £1200 to £1500 per year for each child. There are family and renewal discounts also available. Subscriptions are renewable at the final expiration month.

Are there any partnerships between

BHIS and other known health insurance services and HMOs for international students, if yes, how does it work?

There are ongoing discussions with the main UK health insurance providers but currently non-available available.

How does one subscribe to the BHIS services?

It is very easy. Just fill in a membership form online (www.mhf.healthcare/ students) and then an appointment is made to discuss your application and subsequent steps.

How do you see the BHIS impacting the Nigerian health system?

We complement existing health providers in Nigeria by working with leading private health providers to ensure continuity of care for students when they return home.

We are also embarking on a medical exchange program which seeks to share best medical practices between the UK and Nigeria. We will be sharing more information about this collaborative effort in due course.

What differentiates BHIS from other digital healthcare services currently at Nigerians’ disposal?

We are the only UK health provider seeking to provide a bespoke health solution concerning international student healthcare. The organisation leverages the fact that it has been providing the highest level of personalised healthcare (Concierge medicine) to high net worth ideals for nearly a decade.

We take pride in being the sole provider of healthcare specifically for students in our purpose-built facility in Central London with onsite pathology testing, imaging, GP and specialist clinics. And you are best assured of our utmost effectiveness, professionalism, and confidentiality

As a first-of-its-kind solution for Nigerians, what are your fears and projections in terms of competition and duplications?

We expect duplication and we welcome it. There are too few providers of healthcare from an African background who own their facilities in the UK and participate in this niche health space.

More providers like MHF are needed to provide the highest level of care to those who call the UK their second home or visit as a medical tourist. However, we would always remain the pacesetter.

Out with the old, chill on this new!

By Yosola Nwangwu

There is a certain dynamic to learning in today’s world that teachers and educational administrators are now very interested in studying courses like education technology to study how to merge, create and use technology with foundational classroom techniques to ensure that 21st century learners thrive in their expected future. This is also not to say that these basic foundational classroom principles have not evolved over time outside of technology. This is important to note because many schools and their administrators are beginning to think that technology is now everything.

Integrating technology into our classrooms today is important but replacing foundational teaching practices that have been tested and proven from the days of yore –regardless of the advancement the world has been taking on through the ages– is where we need to be cautious.

It is true that in our classrooms today, with the type of students we have, if we come to class just to talk and write on the board, they will sleep off or find something else to do with their hand or their mouth which will result in them losing track of their learning. This should definitely be an unlikely situation if we really know what we are doing as teachers, especially if we allow

learner agency in our classrooms.

Math teachers will agree that if a student doesn’t know what operation he is about to carry out on paper, the calculator is useless to him because he still needs his brain. The same goes for teachers and school administration, if you have no goals for your students in your classroom and for your school at large, there is no amount of interactive whiteboards and personalized gadgets for each student that can inculcate in them the excellence you have failed to plan for.

Let us zoom into a country responsible for most of the cars we drive, the electronics and supercomputers we use. A country that had already normalized the integration of robots in daily business activities – Japan. This country still uses the chalkboard and of course chalk; both in the public and private schools. Not just in Japan, but in another country with one of the highest technology labour forces in the world – India. China and South Korea, like Japan, with intricate characters, use the chalkboard as part of their expression of penmanship so that learners can learn to write well.

Students in Japan, till today, typically use hardcopies of textbooks in different sizes and carry either a very large school bag or two. They have not been replaced entirely with colourful learning websites. It is very common to walk into malls and find students

reading huge textbooks and writing – not typing – in their notebooks, recreating and mastering models they have learnt from their teachers who wrote on a chalkboard. Yet, when they are given the opportunity to tear down a computer and put it back together again, one would marvel and think they were thought by aliens from a parallel universe. It is interesting to see that Japanese students are very studious by default and are generally self-motivated and self-regulated. This is why: they have not been made to think that studying with hard copies is a gruesome task that can only become fun when done on a screen.

In mathematics, teachers have to write on a board to ensure that mathematical sentences can be modeled by the student in their notebook. When students are used to just clicking answers on a screen to prepare for standard exams that have built marking schemes around what they have written down because their teacher has taken gamifying their lessons to mean “thou shalt not use pen and paper anymore”, they are clicking on failure.

Technology has its place in the classroom: to support your set objectives as a teacher. Technology in the classroom is still highly dependent on foundational teaching practices.

Should technology completely replace the foundational practices in the classroom?

The question we should ask is if we have no technology in our classes, can we still achieve our lesson goals? Can our students master this knowledge we are planning on giving them? If our answer is no, then we need to improve ourselves as teachers and school leaders and find ways to guide our students to become leaders of their own learning which they will always have with them for the rest of their lives and can help them adapt to wherever our world is headed to unlike technology, whereas certain operating systems improve, some phones will not be able to contain them.

Adeyosola Nwangwu is a Mathematics Teacher with expertise in the British, American, and Nigerian curricula for junior and senior secondary schools and has worked with schools in Lagos and Abuja. She is a curriculum and policy enthusiast whose passion for learning about best practices to implement and improve education in Nigeria has led her to Japan. She recently graduated from the Teachers’ Training program at the University of Tsukuba, Japan, where she conducted research on the mitigation of learning loss due to the pandemic and is looking forward to furthering her research on related issues, and was also the president of the Association of African Student(AASUT) at the university. She obtained her first degree in Educational Management from the University of Ibadan, Nigeria, and is a member of the Teachers Registration Council of Nigeria. She has worked with teams from South Africa, the UK, and Canada on curriculum mapping and teaching mathematics throughout the span of her teaching career. She is currently the lead teacher at thelessonteacher.com.ng, a private outfit that provides tutoring services for learners of Math, English, and the Sciences in Nigeria and beyond since 2016.

louiesek94@gmail.com

carry last’” is a popular idiom we Nigerians like to use to describe our ‘can do’ spirit. Unfortunately that didn’t sound so true for the Nigerian contingent of athletes to the just concluded Athletics World Championships who failed to win a single medal. But there was one Nigerian albeit a British-Nigerian for whom this was very true. Two of Britain’s Women’s 4×100 relay team who won bronze medals are under Ayodeji Akande’s sports management team. And he has many sportsmen and sportswomen involved in other sports as clients too - ranging from swimming to gymnastics to taekwondo. Even a casual observer would have noticed that there were far more Nigerians representing other countries at the Championships than those representing Nigeria. Gone are the days when we may just see one or two representing the USA and the UK. At these Championships we saw Nigerians representing Team Ireland, Team Italy, Team Bahrain and Team Germany. But why should one be surprised? They will represent countries that are willing to sponsor their chosen career and provide them with the best chance of success. One has always thought that it would be good if some of our high networth individuals and corporate bodies could take up this responsibility as there is nothing that evokes that guttural sense of patriotism quite as much as when one’s countryman succeeds in international sports. The euphoria of Tobi Amusan breaking the world record for the women’s 100m

Interview with Ayodeji Akande of GATEWAY SPORTS

hurdles is yet to fully abate. We don’t need to wait for them to first succeed before then adopting them as brand ambassadors. There is something that appears a little opportunistic in that. But heck! What do we know? Sports is big business and the sooner we come to that realisation in Nigeria, the better. Well, Ayodeji certainly knows that so lets hear his inspiring story.

You were quite a sportsman yourself. Which sports did you play and to what level?

Yeah. I love sports. Sport has been a part of my life for a long time. As a child, I was playing football, and then probably around the age of 13,14, I began to get into athletics and did the 100 meters. And I was a good young athlete. Junior athlete. Yeah. Went to a number of regional national championships. But I was always injured. I had a lot of injury issues, which kind of kept me from really going to that next level. So I actually stopped competing in university, ran out around 2021, and just focused more on the business side of sport and building out a career there.

Congratulations are certainly in order as a few of the athletes under your management found themselves on the medals podium at the recently conducted Athletics World Championships held in Budapest,

“Naija nodey

Naija no dey carry last

Hungary. Please tell us who they are and the events they took part in.

Thank you. We had a great championships at the world championships. We had three of our clients there. Eugene Amo Dadzi UK, 100 meters sprinter, 9.93 seconds. This season he made the semifinals in his first ever World Championships. He placed 10th in total, which is amazing. So, top ten in the world. And for a guy who only started the sport in 2019 and has gone on to become one of the fastest men in European history, it’s a fantastic achievement and very big things to come from him. We then had Asha Philip and Imani-Lara Lansiquot. Both of them are female sprinters from Great Britain and they both meddled in the four x 100 meters relay, um, with their bronze medal. So great that we have athletes in the mix prior to the Paris Olympics next year and we’re looking forward to the next twelve months ahead. It’s going to be big and exciting.

Please tell us about some other sportsmen and sportswomen who you manage? Because I know they are not all athletes.

So, yeah, we have a number of athletes who are not based in athletics or track and field. We’ve got a gymnast called Alice Kinsella. She’s an Olympic, world

European and Commonwealth medalist from the UK. Very exciting times for her. In the last 18 months, she’s won every medal, every major. So, yeah, looking forward to seeing what Paris 2024 has in store. We also represent Alice Dearing, who is an Olympic marathon swimmer. She became the first Black lady to swim for Great Britain at an Olympic Games and has had huge impact culturally in the UK around that. And she’s also set up an organization called the Black Swimming Association. She’s half Ghanaian by parents. And then we have a lady called Alia Powell, who is a taekwondo fighter, martial arts, and she is a two time world medalist. She’s only 20 years old. So exciting times are coming up for her because it’s her time now to shine, we believe. And we also have a lady who does judo who used to represent Great Britain. Now she represents Austria and is named Lulu Piovesana. And, yeah, another really big prospect in the world of judo. So we’ve branched out to look at athletes across the spectrum of Olympic sports.

Are all the sportsmen and sportswomen under your management British? Any Nigerians amongst them?

Predominantly yes in terms of our athletes we have a lot of athletes who are well British by nationality but their their heritage is a mixture from African and Caribbean you know the Eugene and my dad’s he runs a Great Britain but he’s gone in via his parents and we have a number of clients who have got you know dual nationality with the Caribbean islands as well we do have a former former athlete stroke kind of global personality called Mike Edwards he’s a national champion high jumper for Nigeria but he is now focusing a lot on lifestyle entrepreneurship and we also support him as well so he’s a you know really built out a big audience and community throughout Nigeria and he was he was a finalist on Big Brother Nigeria a couple years ago as well as a number of activations so yeah we have ambitions who continue to grow our roster across the world and for sure I see no reason why Nigeria will not be a place to for that growth with for the right clients of course

Here in Nigeria, sports is still generally seen as a hobby, something you do in your spare time, a leisurely activity. Though we’re seeing some very gradual changes. How is it seen in the UK? In the UK, I guess sports have multiple

levels. There’s sports for leisure, for participation, which is more for people who want to maybe get more fit and just get healthy, but certainly not on a competitive level. But obviously you do have people who do sports competitively still in a leisurely and a participatory way, but it’s not an elite or professional level sport and then you have the elite and professional sports side, which is very vibrant. There’s a lot going on there with things like football and the Premier League and athletics and tennis. So, yeah, every sport has a lot of depth and I think perhaps in the UK there is an appreciation that if you are good at a sport, it can be a job and a career that you can embark on. I think people are encouraged to pursue careers in sports if the talent is there.

When did you as an individual begin to see it as business and something you would like to take up as a career?

I started seeing. I mean, I always had a recognition that sports is business. I’ve loved sports all my life. I think even when I was 16 years old I said I wanted to run a sports agency one day and I’m now 32 years old and I’m doing it. So it’s something which has always been in my thinking, always been in my heart. And I went to university and studied business in sports and I graduated from there in 2012 and over the last eleven years have been blessed to work in sports. And four or five years ago I set up my own company to support professional athletes with their commercial endeavors and help them to have longevity with their careers and to help provide brands and sports organizations with consultancies across sports marketing. So yeah, this is my life. I love it. It’s very full on, very intense. I think running a business is not something which is for everybody. It’s a lot of risk, it doesn’t stop. Yeah, you’re always on. Even when you have to take a break or you’re on holiday, you’re always on because you have to find a way to ensure that the business continues and survives and thrives. But you obviously try to find pockets of time to relax when you can and to have moments when you can because everyone needs to have a break. But after that breaks over, trust me, you’ll be straight back into it.

Tell us what sports management is all about as it’s still a relatively novel concept here in Nigeria.

Sports management can mean various different things to different people, but

in my context, we are a representation agency in which we support professional athletes with their off-field endeavours. So that can be endorsements, partnerships, sponsorships, comms, PR, helping them launch companies, supporting them with their philanthropy or charitable endeavours. Anything to do with their life off the field of play, off the track, outside of the arena, we’re there to support them and ensure that they are

win a single medal. Why do you think this is? And what can be done if we want to see better results?

maximising their careers commercially. And as well, we look after and support sports organisations and help brands in the consulting capacity across the world of sports, marketing and entertainment. So that’s what we do. There are organisations in our agencies in Nigeria who I know are doing stuff, but for sure, it’s not as many. But I think as talent continues to fry, that’s going to only grow and commercial opportunities are going to continue to make themselves be very well known across Africa.

At the just concluded Athletics World Championships, one noticed a phenomenon which is certainly not new but which appears to be increasing from World Championships or Olympics to the other. We now have far more athletes of Nigerian descent representing other countries than those representing Nigeria. Off the top of my head one remembers seeing “Nigerians” representing Italy, Bahrain, Ireland, Germany and as usual, several members of the USA and Great Britain teams were also of Nigeria origin. This must mean that Nigerians are naturally gifted athletes and yet the Nigerian team didn’t

So Nigerians have a tremendous amount of natural ability and talent. The reality is a lot of Nigerians do represent other countries, whether that’s because they were born in that country and their parents are Nigerian, or more so that they have relocated, decided to take up citizenship in, or at times even decide to run for that country. It’s an interesting one, I think. It’s not new, but certainly it’s something that I don’t think is decreasing. I think it would be great to see the Nigerian team, Nigerian athletics team flourish. Although this championship that has just gone wasn’t great for Nigeria, there is actually a lot of talent representing Nigeria. There’s Favour Ofili, a tremendous sprinter who I think is going to have a big future. She currently goes to Louisiana State University, LSU, I believe. A couple of men have gone under 10 seconds as well in the 100m, doing great things in the collegiate system in the US but continuing to represent Nigeria. So I think hopefully over the next few years, you will see some really high level performances. I think the issue there is the administration. I think the administration is not necessarily giving the athletes the easiest route to represent their country. For instance you do hear a lot of complaints about finances and money not being paid and bonuses not coming in and all that kind of stuff. So I think if the administration can be improved it would help to bring more athletes into the system.

Have you toyed with the idea of managing a Nigeria based athlete sometime in the future?

Yes, we certainly look to support Nigerian based athletes in the future. At the moment, in the short to medium term, we’re looking at UK Europe and the US. And of course the majority of our clients are from black or Caribbean descent. It’s not a deliberate thing but it’s something that of course I’m passionate about, to ensure black athletes are represented in excellent ways. As a black British Nigerian myself, I’m obviously passionate to see Nigeria thrive and Nigerians thrive. So yes, we would love to explore representing Nigerian athletes and we know many already, but it’s all about waiting for the right time where there are really strong marketing opportunities, commercial opportunities and performance levels

which are at the level of Olympic medalists, gold medalists and so on. That’s the kind of talent that we’re looking to identify. And I believe there are some young ones coming through who have that potential to be very much in the mix, as I mentioned before. So that’s an interesting opportunity for the future.

This is a two part question. One, what are the main challenges you face in sports management? Two, tell us how it feels to see one of your sportsmen or sports women succeed. Is there a sense of fulfillment?

Yes, there are many challenges in most businesses, there’s always a challenge and for sure, running an athlete management business, you’re always thinking about the ways you can drive new revenue to your clients. And I think making sure that everybody is being pushed and everybody is being maximized for their partners is an ongoing challenge and task. Its something that you overcome but certainly it’s something that you are constantly thinking about because it’s nonstop in terms of their careers and their lives. They keep going, they keep going, keep going. So we have to keep going and keep providing new opportunities and keep helping them to seek out opportunities. And absolutely, I feel a huge amount of fulfillment when I see sportsmen and women shine on the biggest stage. They work so hard for those moments. They give everything, they make so many sacrifices. They miss a lot of other opportunities because they’re pursuing their main opportunity, which is to medal and be on the podium at the biggest events in their chosen career. So, yeah, it’s sometimes nerve wracking watching them, but at the same time very exciting and fulfilling. And it’s just a privilege to be involved and a privilege to be associated with such individuals.

Akande is the CEO and Founder of Gateway Sports & Entertainment, a global sports marketing and athlete agency based in London.

With over a decade of experience working alongside professional athletes, global brands and leading sports organisations - Deji has a huge desire for athletes to maximise every opportunity possible within and beyond their first profession.

Ayodeji

A Guide To Understanding Your Dream Employer:

4 Key Considerations from Interview to Employment

By Helen Ochoga of SAMOGA CONSULT

To build a successful career. It’s important to understand the mindset of your potential employer, starting from the recruitment and interview stage. While it’s helpful to prepare for interview questions, it’s crucial to have the necessary knowledge, skills, and abilities to excel in the job.

During an interview, recruiters look for evidence of qualifications and experience, as well as assessing cultural fit, communication skills, and overall impression. Ultimately, successful employment results from meeting the employer’s expectations with your own KSA.

KNOWLEDGE- Facts and information you have acquired through education and life experiences should make up for sound understanding and comprehension of the job you applied for.

SKILLS- One thing we teach during the @ samogaconsult job profile session is that “Every job has #Softskills and #Technical skills that are particular to it” so it is in your best interest to discover all the skills that are essential to succeeding in your chosen job.

ABILITY/ATTRIBUTES ... This stems from self-awareness. How well do you know yourself? What are the things you are capable of? Do you have the natural endowment to meet the job requirements in terms of your potential, capacity, talent... Etc

These are the 3 areas that should be on the mind of every career maker and job seeker.

On the other hand, an employer’s priority is

hiring the right candidate based on 4 criteria:

1. QUALIFICATIONS - The recruiter is looking to see if the candidate has the necessary qualifications and skills for the job. They are looking for evidence that the candidate can do the job well and if they have the necessary experience.

2. COMPETENCE – When looking for a job, it’s important to not only have the necessary qualifications but also the practical competence to excel in the role. Employers want to hire individuals who can deliver results and make a positive impact on their organization. Make sure to highlight your practical skills and experience during the recruitment and interview process to show that you have the ability to succeed in the job

3. CULTURAL FIT – Every employer/ HR will evaluate if the candidate will be a good fit for the company culture. This includes assessing how the candidate will get along with coworkers and how well they align with the company’s values and mission. How the candidate communicates throughout the interview will also give an insight into their disposition and their thought process, their ability to articulate their thoughts and ideas effectively, as well as listening skills and if they are problem solvers or not.

4. OVERALL IMPRESSION –This includes everything from the candidate’s outlook, body language, professionalism, personal view on issues, overall demeanor etc. Ultimately, employers want to feel confident that the candidate is the right fit for the job and the company’s long-term goal.

Remember a successful employment is the bedrock of a rewarding career. It begins where the employers’ expectations meet with what the employee is offering (KSA).

contenders and linking competent job seekers with deserving employers.

With over 14 years experience in Organizational Development, Capacity Building, Human Resources Management, Business Development and Advisory Services.

Popularly known as “The Structure Police” because of her penchant for aligning business strategy with people and culture. She has earned other titles such as Coach, Mentor etc

She is the Principal Consultant/CEO of Samoga Consulting Nig. Ltd a HR and Business Strategy Consulting firm in Abuja which Seeks to transform everyday businesses to industry contenders while bridging gaps between high potential job seekers and deserving employers.

She holds a B.Tech in Estate Management, Masters in Human Resource Management, PHRi trained and locally and internationally trained in Business and Employee related matters. Her extensive work experience cuts across strategic positions in both government and privately owned establishments across sectors: Hospitality, Education, Health, Mining and exploration, Maritime, Information, Technology, Construction, Entertainment industries.

Social Media: @samogaconsult @h4orhelen

Helen Ochoga (CEO) SAMOGA CONSULT NIG. LTD ...Aligning Strategy with People and Culture

www.samogaconsult.com

Follow me: https://instagram.com/ h4orhelen

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CEO: Samoga Consult: A HR and Business Strategy firm that specialises in transforming everyday businesses into industry

OUR SERVICES:

• Recruitment • OD • Training • Business Growth • Business Strategy • HR Consultancy • Employability • Advisory Services

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‘How Education Made Me’

A

INTERVIEW WITH His Royal Majesty, Oba (Dr.) Adedokun Abolarin, the Òràngún of Òkè-Ìlá (Aroyinkeye 1) in Osun State. He is the founder and proprietor of Abolarin College.

So, can you please tell us a little about what life was like for you while growing up?

I grew up in Ibadan. Shortly before independence, two years before independence. So I’m a product of the turbulence of the Western regional crisis. As a small boy, I saw it all. And my mum’s shop was very close to prominent political actors so I learned a lot. I grew up to see powerful people all around us. And that was probably when I made up my mind to be a powerful participant in the political process myself one day. That was when Chief Obafemi Awolowo was in prison and Chief S.L Akintola was the Premier of the Western Region. Chief A.M.A Akinloye’s house was not far from my mom’s shop. And the Chief Electoral Commissioner in the Old Western Region, Chief Ojerinola, his house was not too far from our house too. So I saw power. So with the military coup of 1966, then the counter coup of 1967, and the Nigerian Civil War which also commenced in 1967. There were many non Yorubas at my primary school but by the time that we resumed, they were all gone. So the question was, why? Anyway, growing up was fun. Daddy, being a primary school headmaster, was a lover of education. And so it was read, read, read. My mom left teaching way back when I was a baby and started trading. However, my major regret was not being taught how to make money. They were able to make money on their own. But we were not brought up to make money. We were always in my mum’s shop. But not to participate in terms

of buying or selling around. They didn’t allow us to do that. So that’s one thing that I regret. I entered secondary school in 1970 and went to a Christian school, Adventist Grammar School in Ede, Osun state. And to the glory of God, many of us, cousins, met there. It was a family school. And to the glory of God, very many of us are still together till date. Though many of us are gradually leaving the stage in terms of death and what have you. So growing up was fun.

Sir, you are renowned for your passion for education. What is your academic background sir?

Yes, I started my primary education in 1964 to 1969. Then, from 1970 to 1974 I did my secondary. Then I spent a year at the Polytechnic, Ibadan. Then between 1976 and 1980, I studied political science at Ile Ife, since renamed Obafemi Awolowo University. From 1981 to 1983, I pursued and obtained my Master’s Degree in International Relations. So I was busy working, I was busy teaching. Because as a young soul, I believed that as a bachelor, it’s one of two things. It’s either you’re busy acquiring knowledge or you’re busy making money. And I decided to go for the first role to acquire knowledge. So after my Master’s Degree, I decided to study Law because law had always been my first choice. But because of certain things, I couldn’t read law as my first choice. So, eventually I went back to read law. So between 1987 to 1990, I studied law. I was called to the Bar in 1991. And it was between 1990 and 1991 while at Law School that I had the honour of staying with my uncle, your late dad at 56 Adeola Odeku, Victoria Island, Lagos.

Did you always have the ambition of becoming a king one day?

No way! I never liked the idea of being a king. I didn’t go to school to become a king. My ambition was to become a career diplomat. But the Lord had a purpose for me, for becoming a king. In fact, the year 2006, as I have said in several interviews, was my saddest year. And the day the crown was placed on my head was the saddest day of my life. Because

as an Ibadan boy, with my exposure and being an extrovert, I never liked the quiet, dull environment. But here I am. And to the glory of God. I thank God for the opportunity of service. And service is service anywhere in the world. Even at the local level. In fact all politics is local. And little did I know that this is a place, a major avenue, a major institution to totally transform our people. But then again, it is so sad that many of our people don’t understand what this institution is meant for. Just like the political elite too, who see their position as an avenue for personal aggrandisement, which

know how to make money. But to the glory of God I know how to impart knowledge. I know how to build people. Probably in consonance with the philosophy and motto of my school. ‘Building souls for service’. And since I became the king, my kernel, my philosophy is so much embedded in the book of the Bible, Isaiah 58:13 which says, ‘And they that shall be of thee shall build the old waste places: thou shalt raise up the foundations of many generations; and thou shalt be called, The repairer of the breach, The restorer of paths to dwell in.’

That’s exactly what we have been doing for the past 17 years. It’s tough but I’ll give glory to God. We’re trying to build the old waste places. We have seen talent here.

Not here in Oke-Ila alone but in the surrounding communities too - IpotiEkiti, Ila Orangun, Ora-Igbomina, and that is the catchment area of Abolarin College. Yes, it’s a school for all Nigerians but then again, we’ve seen a lot of local talent and we’re trying to grow and rebuild the old waste places.

Sir, you once operated in the political arena. Serving as legal advisor to the then Senate President, Chief Anyim Pius Anyim. What was that experience in politics like?

should not be. So, never. I didn’t wish it for myself. And as a family, it was not something that we bargained for. But again, the all knowing God saw it all.

Okay, you have been on the throne for about 17 years now. Yes, we are 17 years in December. How has the journey been so far sir?

So far so good. So far so good. Because I had always been interested in public service. I often tell people that I don’t

Oh, it was okay for me, I’d always had an interest in lawmaking. I’d always been interested in the trinity of government - the executive, the judiciary and the legislature. And God so good, I had the opportunity to serve as special advisor to the Senate President. My ambition, apart from studying to become a diplomat, was to become a lobbyist. So I studied hard at the workings of the National Assembly with the intention of becoming one of the greatest, foremost lobbyists in Nigeria. In the context of lobbyists in the United States of America. My mission was to turn Abuja into our own Washington, basically. To do what? To make lawmaking participatory and to make it open and to pedal influence. And that’s what democracy is all about. And so it was a good experience for me. I networked a lot, but the aspiration wasn’t possible for me to fulfill because by 2006, I became the Orangun of Oke-Ila Orangun.

Kabiyesi, your school, Abolarin

From left to right: Sir Gbolahan Olayomi, Founder and CEO of Wowbii Interactive; Oba (Dr) Adedokun Abolarin; Oladapo Akande, Co-founder and Editor in Chief of EduTimes Africa

College, is gradually becoming a household name across the country, as perhaps the first and only privately owned school in Nigeria, where students do not pay school fees.

10 years. That’s huge. These are children of the poor. These are children who people thought were hopeless because of a disadvantaged background. But to the glory of God, they are now integrated citizens of the Federal Republic of Nigeria who are hopeful of doing things that will

background.

Fantastic, sir. Is admission limited to locals or can people apply from other parts of the country?

Yes, we have children from all over. We have Bulus from Borno. Asabala is from Borno. Fati is also from Borno. What’s her name now, Ibro is from Borno. We have Nathan from Plateau. Our first school head prefect was from the Niger Delta. So to the glory of God, we have our children from all over Nigeria. Chisom, Miracle. These are my children of Igbo stock. We try to live in consonance with the 1999 constitution as amended. Most especially the fundamental objectives and direct principle of state policy, though they might not be justiciable. What we are saying in effect is that it is not the government alone that should do all these things. We should try as much as possible to complement the government. And that is what we are trying to do with the college. We are trying to complement what the government is doing.

Yes. I don’t like the idea of saying students don’t pay school fees. There’s no free lunch anywhere. The Yorubas have a saying that Ògùn ti à bá f’owó se, èyìn arò ló n gbé. Meaning, what you don’t spend money on in terms of appreciation may not be well appreciated. Let me say that we’re only trying to give these children an opportunity. They’re paying back, and I tell them all the time, they’re paying back. They must pay back. They must pay back to their school. They must pay back to their various communities and in the long run, they must pay back to the Nigerian society. I believe that’s the only way we can make things work in Nigeria. And these children today work hard. They use their hands. I think you saw them there today, working on the farm. So if you have children who are capable of using their hands to make a living, and help them to stand on their own, it’s a good thing. So we’re only trying to give them an opportunity to be something and somebody in life. And we just pray that they know what it is to give others coming after them the opportunity to excel. We thank God for where we are. We started about ten years ago. We are going to be 10 next year. We presently have 135 school children from all over Nigeria. And it gladdens my heart that we have 51 of them in various universities across the country. On the dot of 10 next year, we will have our first graduate. Within

be meaningful for the greatness of their country.

So what is the criteria for admission?

Poverty. And they must come from the public school system. My son is entering a secondary school now. I wanted him to attend Abolarin College because of the experience but if we do that, then we would have defeated the purpose for establishing the school because I can pay for my son’s school fees. So based on that criteria, he’s not coming to Abolarin College. To get admission to the college, you must come from an indigent family. So, we organize examinations to determine that. We send out forms to determine that. We interview the children to ascertain where they are from. And by God’s grace, this year, we will begin to visit homes to establish the authenticity of the applicant’s claim of coming from a disadvantaged

Kabiyesi, I must say here that the sheer audacity of this project is a source of inspiration to many. Yes. As it teaches that truly with God nothing is impossible. But sir, how have you been coping regarding funding as quality education is not cheap?

It’s just God. As you rightly said, good education is not cheap. It’s not cheap. It’s God. It’s the greatness of God and the

determination and passion that I have for education. And it’s also to the glory of God that I am able to move, and I do move. I also have a reputation ab initio with my friends. They have always known me to be interested in what I’m presently doing. I started my career as a lecturer in the then Oyo State College of Art and

The school’s greenhouse

Building housing the Principal’s office, science laboratories, computer room and other classes

Science and many of my school children then, are now doing very well all over the world. So they come around me to support the little that I’m doing. I mean, they’ve known me to be interested in public service. They have always known me to be interested in humanity. And that is exactly what we are doing. We

are just trying to create a better tomorrow. And we know that the government alone cannot do it. And we are just saying that all of us, all of us should partake in the development of the future of this great country. And I pride myself as an apostle of the rural poor because there are too many talents, hidden talents in the rural parts of Nigeria.

Are there any individuals, organizations that you would like to single out as pillars of support for this most noble of projects? Most of them would love to remain anonymous, so let me preserve their anonymity. But I must confess that I am very very grateful to many of my friends, my ex students, and some people that I have never met, from all over the world. At the appropriate time, we are going to document all these things.

Okay sir. It is not in dispute that the education sector in Nigeria is drastically underperforming. But I don’t believe that. I don’t. It all depends on the way you look at it. Yes,

the governments need to do more and not restrict themselves to these big cities of Nigeria. There are far too many talented individuals. Brilliant children. It is not by saying that two plus two that will give you four. If you see young souls who can use their hands and create, who are creative, young souls that are resilient, young souls on the farm, young souls who treck 3 km every day and they just roam the streets. Some of them are so skillful that you only need to introduce them to the workings of the computer or AI and they fly with it. We need to do more. With the little I’ve seen, we can rule the world. But I know where you’re going. And most of our teachers are not happy doing what they are doing any longer because of funding. But I keep saying, let us join hands with the government. The government should be alive to its responsibility for the futuristic scheme. The future is so important. They cannot afford to mess up. I know we are not doing enough. We can do more than what we are presently doing but no government can do it alone. All hands must be on deck.

How are the alumni of your college faring in the larger society?

They are doing well and they’re together. We currently have 51 of them in various universities. One of them just called me. It gladdens me to know that they still live by the principles of our school anthem which goes like this:

God made my life a little light within the world to glow

A little flame that burneth bright wherever I may go

God made my life a little flower that gives joy to all

Content to bloom in a native world although the place be small God made my life a little star Whereon the weak may rest And so whatever health and Strength that I have may serve my Neighbor’s best.

I am so happy that this is what they are doing. It’s unbelievable that even as university students, they come back to school to teach. Some of them that you saw playing football are home on vacation but they had to lend a helping hand because they know that, yes, they can do one or two things. It’s because that’s the kind of training that we pass on to them. And they’re

The School’s multi-purpose hall

One of the science laboratories

Inside the palace with some departing University of Ibadan students who just concluded their internship.

doing well. They have a powerful platform, and I’m part of the platform, but when they want to behave like school children, they remove me from the platform…Lol. They are university students so one must allow them to be.

This is the last thing I wrote here sir though I’m not sure if it’s actually a question. Truth is, the level of selflessness that you demonstrate is not so common in our society. There’s nothing I’m doing that your daddy didn’t do, or Gbolahan’s dad. You know, I think it’s in our DNA. I saw your dad when I was with him. Very many of us were living there during that one year when I was at law school. You weren’t there then. Only Bankole was. But very many of us were there. So, I’m probably doing it at a larger scale, but I think it runs in our blood and that’s how to build a society. That’s how to build tomorrow which is so important. I keep telling those children, though they don’t always like to hear that I’m not going to be part of their future. I’ve spent mine. But we have to adequately prepare them for a better future, learning from the mistakes of the past. So selflessness as Christians, that’s the way to go. Yes. ‘Do not rob the poor because he’s poor, nor the afflicted at the gate for I The Lord will plead their cause and plunder the souls of those who plunder them’. It’s in the Book of Proverbs. You do certain things and these are the implications. The missionaries who came, they brought education to us. Thank God for what they did. Yes. So it’s important. But as I said earlier, we have a lot of work to do which the government alone cannot do. It cannot be left to the government alone. No, it cannot. Then again, we should not forget that we’re here for just a while. If we live for the next 90 years or 100 years, it’s still just a while.

Thank you so much and God bless you sir.

Oba Adedokun Abolarin who can often be found teaching at his school began his career as a lecturer at the then Oyo State College of Art and Science. He is a licensed lawyer of the Supreme Court of Nigeria. Prior to his ascension to the throne in 2006, he was the Principal Partner of Dokun Abolarin & Co., a successful law firm which served as Company Secretary to several corporate bodies including Pacific Holdings, Tell Publications, Peachtree Communications Ltd among others. He served as Legal Advisor to Chief Anyim Pius Anyim when Chief Anyim held sway as the Senate President of the Federal Republic of Nigeria. Oba Adedokun Abolarin was also one time a member of the Editorial Board of The Tribune newspaper.

For enquiries regarding Abolarin College, kindly contact the Principal, Mr Ezekiel Omidun. Phone: 0803 256 2804

Email: omidunezekiel@gmail.com

child education:

Education is no doubt considered a fundamental human right. Unfortunately, data from around the world reveals something contrary to this. Especially data from the sub-Sahara region. According to the United Nations Human Rights Office of The High Commissioner’s document published on 23 January 2023, the world is already failing, as 130 million girls are denied the human right to education. According to a UN expert, the world is failing 130 million girls of their right to education- a fundamental, transformative, and empowering right for every human being. As a result of the importance of access to quality basic education for all in community and human development, nations of the world made commitments to ensure the realisation of the right to education. Unfortunately, the commitment remains stronger on paper, as many nations are still denying children of school age, especially the girl child, access to quality basic education. Thus, denying the world the immense contributions of the other half – who are more than half of the world popula-

tion. Even though education is a lifelong learning process which contributes to a stable, equitable and sustainable world, nations of the world, including Nigeria are still not doing enough to bring equity to access quality basic education, even when millions of dollars are allocated annually to the sector. It is sad to know that governments at all levels in Nigeria are not doing enough for the girl child to have access to quality basic education, even though it is one of the main goals of globally accepted Sustainable Development Goals (SDGs). SDG 4 specifically promotes and targets inclusive and equitable quality education and lifelong learning opportunities for all. Such that by 2030, all girls and boys would have had an opportunity to complete free, equitable and quality primary and secondary education, among other targets in favour of the girl child too. The SDG 4 is meant to ensure that girls more than ever before, have access to basic quality education so that their prospect for health, employment and overall well-being will drastically increase. It aims to ensure that the skills and knowledge of the girl child are strengthened.

Girl

A COLLECTIVE RESPONSIBILITY FOR SOCIETAL DEVELOPMENT

In Nigeria, despite the huge resources being pumped into the education sector, there is still an increasing number of children, especially girls who are out of school. According to UNICEF, even though primary education is officially free and compulsory, about 10.5 million Children aged 5-14 years are not in school in Nigeria. Only 61 percent of 6–11-year-olds regularly attend primary school and only 35.6 percent of children aged 36-59 months receive early childhood education. States in the north-east and northwest of Nigeria have female primary net attendance rates of 47.7 percent and 47.3 percent respectively, meaning that more than half of the girls are not in school. Though the number of females who are out of school is higher in the northern part of Nigeria, it is still high in the southern part too. The summary implication of this is that the nation must do better at addressing this. It must involve governments at all levels and even non government stakeholders too.

The nation must act fast and prevent a situation where we have more girls on the street, getting married earlier than usual, or becoming victim of preventable diseases and socio-cultural and economic abuses. Nigeria government and partners must work harder to push the number of out of school down till it gets to a stage of eradication. We must all ensure that the girl child is not marginalised anymore at accessing their first hurdle of their educational opportunity. Thus, we must close the gap and stop their continuous exclusion, inequity and gradual systemic enslavement. Today, it is easier to see female children on the street in cities and towns all over Nigeria, running after vehicles at the risk of their life, just to beg for money to feed and live till the next hour. It is common to see girls who are either mothers or have been sexually abused in hospitals seeking medical support.

Government at all levels should be made accountable by citizens on actions they are taking to ensure access to quality education for the girl child. Citizens must be ready to stand up at all times to fight the battle and follow every dime and budgetary allocation meant for the education sector. We must form a block that can call government to order, to account and reflect the yearnings of the citizens

in term of education. It is time for governments to make policies and laws work for the citizens. It is time to follow up on the implementation of policies that promote the development of the girl child. It is a universal truth that governments alone can not do it all. Consequently, community associations, private organisations, religious institutions and other partners must be brought in through conscious and intentional collaboration that will lead to a functional system of equity, inclusion, stronger funding, monitoring, strategic planning and sustainable partnership. When this is in place, it is easier to break the socio-cultural, economic, religious and political barriers that prevent the access of the girl child to quality basic education.

Fatoki Taiye Timmy is an innovative social development and human rights specialist with 15+ years experience in the development sector and with special focus on the West Africa Region. Has a strong track record of delivering technical support in educational programmes, highly competent in capacity development, institutional reforms, child rights and protection, youth development, and gender issues. He is a high achiever with goal-bound, time-conscious, strategic planning and good interpersonal relations. Has presented a number of papers including a paper on promoting the girl child’s access to education which was presented at the 2008 Bill and Melinda Gates International Youth Conference. Also presented ‘Youth Shadow Report on HIV/AIDS in Nigeria’, a United Nations General Assembly (UNGASS) 2008 Shadow Report with four other people.

Skilled in project management, gender issues, child protection, youth development, community engagement, policy development, advocacy and lobbying, capacity, organizational development and mental health crisis management. He is a board member of three NGOs in Nigeria, two of which he is the chairman -Aspilos Foundation and Value Reorientation for Community Enhancement (VARCE)..

Computer science can help farmers explore alternative crops and sustainable farming methods

By www. theconversation.com

Humans have physically reconfigured half of the world’s land to grow just eight staple crops: maize (corn), soy, wheat, rice, cassava, sorghum, sweet potato and potato. They account for the vast majority of calories that people around the world consume. As global population rises, there’s pressure to expand production even further.

Many experts argue that further expanding modern industrialized agriculture –which relies heavily on synthetic fertilizer, chemical pesticides and high-yield seeds –isn’t the right way to feed a growing world population. In their view, this approach isn’t sustainable ecologically or economically, and farmers and scientists alike feel trapped within this system.

How can societies develop a food system that meets their needs and is also more

healthy and diverse? It has proved hard to scale up alternative methods, such as organic farming, as broadly as industrial agriculture.

In a recent study, we considered this problem from our perspectives as a computer scientist and a crop scientist. We and our colleagues Bryan Runck, Adam Streed, Diane R. Wang and Patrick M. Ewing proposed a way to rethink how agricultural systems are designed and implemented, using a central idea from computer science - abstraction - that summarizes data and concepts and organizes them computationally, so we can analyze and act upon them without having to constantly examine their internal details.

Big output, big impacts

Modern agriculture intensified over just a few decades in the mid-20th century – a blink of an eye in human history. Technological improvements led the way,

including the development of synthetic fertilizer and statistical methods that improved plant breeding.

These advances made it possible for farms to produce much larger quantities of food, but at the expense of the environment. Large-scale agriculture has helped drive climate change, polluted lakes and bays with nutrient runoff and accelerated species losses by turning natural landscapes into monoculture crop fields.

Many U.S. farmers and agricultural researchers would like to grow a wider range of crops and use more sustainable farming methods. But it’s hard for them to figure out what new systems could perform well, especially in a changing climate. Lower-impact farming systems often require deep local knowledge, plus an encyclopedic understanding of plants, weather and climate modeling, geology and more.

That’s where our new approach comes in.

Farms as state spaces

When computer scientists think about complex problems, they often use a concept called a state space. This approach mathematically represents all of the possible ways in which a system can be configured. Moving through the space entails making choices, and those choices change the state of the system, for better or worse.

As an example, consider a game of chess with a board and two players. Each configuration of the board at a moment in time is a single state of the game. When a player makes a move, it shifts the game to another state.

The whole game can be described by its “state space” – all possible states the game could be in through valid moves the players make. During the game, each player is searching for states that are better for them.

We can think of an agricultural system as a state space in a particular ecosystem. A farm and its layout of plant species at any moment in time represent one state in that state space. The farmer is searching for better states and trying to avoid bad ones.

Both humans and nature shift the farm from one state to another. On any given day, the farmer might do a dozen different things on the land, such as tilling, planting, weeding, harvesting or adding fertilizer. Nature causes minor state transitions, such as plants growing and rain falling, and much more dramatic state transitions during natural disasters such as floods or wildfires.

Finding synergies

Viewing an agricultural system as a state space makes it possible to broaden choices for farmers beyond the limited options today’s farming systems offer.

Individual farmers don’t have the time or ability to do trial and error for years on their land. But a computing system can draw on agricultural knowledge from many different environments and schools of thought to play a metaphorical chess game with nature that helps farmers identify the best options for their land.

Conventional agriculture limits farmers to a few choices of plant species, farming methods and inputs. Our framework makes it possible to consider higher-level strategies, such as growing multiple crops together or finding management techniques that are best suited to a particular piece of land. Users can search the state space to consider what mix of methods, species and locales could achieve those goals.

For example, if a scientist wants to test

developed by Indigenous farmers of the Americas. Corn stalks act as trellises for climbing bean vines, while squash leaves shade the ground, keeping it moist and preventing weeds from sprouting. Bacteria on the bean plants’ roots provide nitrogen, an essential nutrient, to all three plants.

Cultures throughout human history have had their own favored intercropping systems with similar synergies, such as tumeric and mango or millet, cowpea and ziziphus, commonly known as red date. And new work on agrivoltaics shows that combining solar panels and farming can work surprisingly well: The panels partially shade crops that grow underneath them, and farmers earn extra income by producing renewable energy on their land.

Modeling alternative farm strategies

We are working to turn our framework into software that people can use to model agriculture as state spaces. The goal is to enable users to consider alternative designs based upon their intuition, minimizing the costly trial and error that’s now required to test out new ideas in farming.

Today’s approaches largely model and pursue optimizations of existing, often unsustainable systems of agriculture. Our framework enables discovery of new systems of agriculture and then optimization within those new systems.

Users also will be able to specify their objectives to an artificial intelligence-based agent that can perform a search of the farm state space, just as it might search the state space of a chessboard to pick winning moves.

five crop rotations – raising planned sequences of crops on the same fields – that each last four years, growing seven plant species, that represents 721 potential rotations. Our approach could use information from long-term ecological research to help find the best potential systems to test.

One area where we see great potential is intercropping – growing different plants in a mixture or close together. Many combinations of specific plants have long been known to grow well together, with each plant helping the others in some way.

The most familiar example is the “three sisters” – maize, squash and beans –

Modern societies have access to many more plant species and much more information about how different species and environments interact than they did a century ago. In our view, agricultural systems aren’t doing enough to leverage all that knowledge. Combining it computationally could help make agriculture more productive, healthy and sustainable in a rapidly changing world.

Nurturing Mental Wellness through Counseling

LOST AND FOUND

By Tinu Iyama

Losing a parent is heart wrenching, but losing two parents, honestly, I still haven’t found the words for that one… I know how it feels though because it is my reality.

My siblings and I lost both our parents 2 years apart and when I tell you that our world as we knew it changed forever, believe me it did. We hadn’t even gotten over the death of our father, who passed away first and then BOOM, our mother passed away too. The ones who covered us, protected us, shielded us, and loved us oh so unconditionally were gone. It still stings when I think about it, but that’s life.

After the death of my mother, for the first time in my life, I, the one who always seemed to have it all figured out, felt so lost and almost hopeless –my world stopped. I did not feel like being or doing anything and there was the constant reminder directly or indirectly, that I am the first born and I owed a responsibility to my siblings to be there for them. I will come back to this.

When I was a little girl, I had this constant tugging on my heart to help people. First, my parents were very charitable. They were the kind of people who would give their last to anyone who needed it, so this was an example that we emulated. There was someone else who inspired me – Late Mrs. Stella Obasanjo. She ran charities

that supported young mothers and orphans and each time I caught news of her work on TV, I always said I wanted to be like her. At the time, the image of the mission I had in my head was coined “Gentle Hands” – It was going to be this huge building where I would take in everyone who lived on the street and teach them all sorts of vocational skills to better their lives. I would tell this to my parents and siblings. I was always a big dreamer. My imagination always and still runs wild. I just always believe anything is possible if you can imagine it. What I didn’t know back then was that I was manifesting what I am doing today. My only wish is that my parents were alive to witness it.

Back to my experience with loss. I had to be strong for my siblings. I had to get us through this. Now, this story would be incomplete if I didn’t mention the family and friends who surrounded us and helped us navigate these uncharted waters. We will forever be grateful to them. During this process of acting the first born, acting the leader, being the standard, I completely neglected myself and my own mental health and this led to several episodes of burnout, one of which led to me being really ill for about 4 months. I remember saying to God one night, that if He got me through that season, I would focus and do everything He had planted in my heart to do. I had registered the

company “The Jewel Center” the year my mother passed away as she was the inspiration behind it. She always referred to my siblings and I as her Jewels of inestimable value.

The Jewel Center went through its own journey. I started off thinking I should cater to just women, then it became a co-working space, then it slowly but steadily morphed into that childhood dream I had, it became for everyone – My desire for women to live for themselves, to have their own voice, to hold on to the keys to their own happiness, my desire to create spaces for men to be comfortable with asking for help and addressing their emotions without feeling it is a weakness, but an act of courage, my desire for students to not just be academically sound, but to be more mindful, self-aware, emotionally intelligent, purpose and value driven, and giving them opportunities to act on these, that is The Jewel Center.

We have so much in store at The Jewel Center. The most exciting is our first product which we will be launching before the end of the year. We are being very intentional about creating a safe space for everyone

and would soon open our doors to partnership opportunities to further develop and grow this mission – the mission of giving everyone space to be themselves and be there for themselves more.

I will end this by saying, when you are lost, it means you have worn off your old character and you need to rebuild yourself. This was my, and still is the journey I am on, and I am glad to share this with the world through The Jewel Center. I hope you will come on this journey with us.

By Abdullateef Aliyu || www.dailytrust.com

10-Year-Old Nigerian Student Beats 782,852 Contestants To Win Toyota Global Contest

Tinuola Iyamah is the Founder of The Jewel Center and Salve Consulting Limited.

She is a Certified Professional Coach as well as an experienced HR professional with a demonstrated history of working in the management consulting industry. Skilled in HR Consulting, Employee Training, and Customer Relationship Management.

Her passion for people, seeing them win, connecting them to where they feel empowered, realize their full potential, and thrive, led her to start her HR Consulting Firm and Community Organization, Salve Consulting Limited and The Jewel Center respectively, with hopes of changing lives, one person at a time. She believes that in the moment of every breath, all potential for everyone exists.

Email:

tinuola.iyamah@ salveconsultinglimited.com

ANigerian schoolchild, Oluwademilade Odumuboni, has won the global grand prize of the 2022/23 edition of the Toyota Dream Car Art Contest.

The 10-year-old boy, a pupil of Corona School, Gbagada Lagos, competed and won the coveted prize in the 2022/2023 edition after beating 782,852 other contestants from 90 countries.

Master Odumuboni’s creativity, which was a waste converter with the concept of helping countries, especially African communities, in food production and ensuring clean environment, was adjudged the best globally.

The winner was presented with the prize money of $5,000, a plaque, and a certificate at a special event organised by Toyota Nigeria Limited.

His school was also presented with $10,000. The prize money is meant for educational purposes.

Managing Director, Toyota (Nigeria) Limited, Mr Kunle Ade-Ojo, said the schoolboy’s ingenuity had paved a path on the global map for him.

“His unique and truly inspirational idea expressed in an equally creative drawing earned him a global grand prize in the contest beating over 782,852 contestants from 90 countries/regions.

“This way, Toyota is also cultivating a lifetime friendship with all these children while encouraging them to care for our planet and push their imagination

beyond limits,” he stated.

Giving some details about the competition, Ade-Ojo said annually, like other participants countries, three winners are picked in Nigeria from each age category: Category 1 (children not older than seven years); Category 2 (8-11 years); and Category 3 (12-15 years old), making nine winners.

The shortlisted nine national winners and their drawings are sent to Japan to compete with other drawings received from all over the world.

“Our Demilade is one of these three grand prize winners globally. He has been awarded 5,000 USD and his school, Corona School, Gbagada, has been awarded 10,000 USD.”

Commending her student, the Head Teacher, Henrietta Eguagie, described his feat as remarkable achievement, saying that he had brought glory to the school.

She also hailed Toyota for the initiative of inspiring young people to unleash their creative expression and artistic potential.

“As one of Nigeria’s leading educational institutions, we are dedicated to utilising this prize money in A manner that directly benefits the learning experiences and development of our students,” she said.

A Nigerian schoolchild, Oluwademilade Odumuboni, has won the global grand prize of the 2022/23 edition of the Toyota Dream Car Art Contest. The 10-year-old boy,…

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PHOTO: www.nairametrics.com

BUILDING RESILIENCE AND ADAPTATION TO CLIMATE CHANGE IN THE IGAD REGION BY ACCELERATING GREEN AND DIGITAL TRANSFORMATION

By Joseph Peter Monari PhD.

SUBTOPIC:

Green Skills For Green Jobs

Background

Climate change is a critical global issue as its impact has far-reaching consequences at the environmental, societal and economic levels, and demands commitments and active response from all sectors of work and life. In the education and training sector, UNESCO and IGAD (The Intergovernmental Authority on Development) have been advocating for the effective transmission of knowledge and skills needed to prevent and adapt to climate change through mainstreaming of climate response. To achieve this, UNESCO and IGAD are assisting TVET agencies and institutions in the development and implementation of green strategies to transform their learning and training environments, in fulfillment of their role in skilling learners, upskilling professionals in green job sectors, and re-skilling those affected by job losses due to the green transition. TVET can address knowledge and skills challenges to achieve the SDGs as well as transmission of the right mindset and attitude among trainees and the future workforce through well-designed education and training systems, especially in displacement affected communities. While focusing on TVET agencies and institutions, it is also important to accompany these efforts with stimulation of new knowledge production on resilience and adaptation to climate change, so as to secure a holistic approach to stimulate the discussion that will inform mindset changing and influence policy action for the foreseen repositioning of the role of TVET in the IGAD region. Besides, relevant interventions targeting communities are all the most important, both for awareness raising and sensitization as well as for leveraging on indigenous knowledge that could also stimulate innovative solutions for resilience and adaptation by the TVET sector.

PHOTO: www.d2n2.startprofile.com

Context

The IGAD region, which is home to over 300 million people, is one of the most vulnerable areas to climate change. As one of the regions in the world where extreme climatic impacts have resulted in the loss of lives and damage of properties, due to frequent and intense drought and floods, unpredictable rainfall patterns, high temperature variability, food insecurity and water scarcity, which occur at frequent intervals and have become common scourges. UNESCO and IGAD thus seek to build the requisite capacity through cooperation with key actors such as the Africa Development Bank (AFDB) in transforming the TVET landscape in the IGAD member states by identifying effective and appropriate international response, in accordance with their common but differentiated responsibilities and respective capabilities and their social and economic conditions. This will require supporting IGAD member states in putting in place policies and strategies that would encourage sectors of the economy to shift their operations to greening practices.

Why Green Skills?

Today’s digital economy is marked by rapid technological change, expanding markets, digitalization of workplaces and shifts in labor and skills needs. At the same time, we are currently witnessing a long-term global disaster in the form of the COVID Pandemic, which had paralyzed entire economies and education systems in many parts of the world. When the Pandemic hit the world, the world turned into e-mode; but not in Sub-Saharan Africa, which lacked ICTs and energy access; e.g. over 50% of schools in SSA have no energy access, not to talk of ICT. So this has pinpointed the need to fast track (R)Energy and ICT in Africa, not just to mitigate COVID lock down

impacts, but now also as a strategy to fast track SDG achievement, including for those most left behind in rural off-grid situations; just imagine the catalytic effect RE+ICTs could have. This calls for a bold strategy with science and engineering at its core.

The IGAD region needs to emphasize the role of science, technology and innovation for accelerating SDGs implementation. This initiative builds on Kenya’s Vision 2030 to ensure access to the internet, enhance last mile connectivity, and enable more Kenyans onboard into the Digital economy. It will also bolster Kenya’s implementation of the AU Agenda 2063, which calls for catalyzing a skills revolution.

The question, what skills? also needs to be seen in light of the COVID-19 Pandemic, and national, regional and global responses towards building forward better, and fast track a green and digital transformation of Africa. UNESCOs ongoing cooperation here in Kenya with the TVET Authority, and other government and private partners focuses on digitisation, environmental technologies and on solar photovoltaic. These are the technologies of today for a better tomorrow. These are the skills needed for Africa’s green and digital transformation.

Indeed, there is enormous potential for the envisaged green and digital transformation in Africa to generate a wide range of new industries and employment opportunities in emerging 4th Industrial Revolution technologies, such as Artificial intelligence, nano-tech, biotech, but also in the development of environmental technologies, renewable energy and digital economy services and products.

With this in mind, UNESCO launched in 2022 the Global TVET Strategy 20222029, entitled Transforming Technical

and Vocational Education and Training for successful and just transition. Leave No one Behind. Think about all learners in school and provide them with access to high quality online and offline curriculum. What about off-grid communities?

For example Some 18 million Kenyans live without electricity. What about learners living with disabilities? What about adults, especially women, who missed out on education earlier, but are ready to learn now?

The transfer to a digital inclusive economy holds answers to these challenging questions. So we must be courageous and aim at a transformation towards an Inclusive digital and green economy.

To that effect, the UNESCO Regional Office for Eastern Africa has developed two new Priority Programmes: the first is on ICTs in Education and the second is entitled: Green skills for green jobs. These Priority Programmes, besides focusing on Green and digital skills, also aim to connect the formal TVET institutions to informal Community-level TVET, via Community Learning Centres, and as such engage in particular women and youth from even the remotest and most left behind communities. This is how we aim to achieve a catalytic effect in accelerating the green and digital transition, and advancing the SDGs, without leaving anyone behind.

The initiative will also support the repositioning of TVET institutions to be able to supply the experts and technologies required to operate a green economy revolution, much needed in the region. This will be done through building the capacity building of TVET leaders, institutions, training providers and their stakeholders in raising their awareness and mainstreaming education for sustainable development and greening TVET approaches in day-to-day operations, teaching and learning processes, training arrangements and outcomes. This will in turn see the greening of occupations with a focus on high-skilled, well-paid jobs such as in the renewable energy industries, energy efficiency and mass transit as well as other skills in agriculture, eco-tourism and waste management.

The initiative will foster regional cooperation partnerships and interactions in specific sectors to better withstand future shocks that will result from the effects of climate change, while also advocating for the effective transmission of the knowledge and skills needed to promote

climate change education in technical and vocational education and training. The initiative will further support the establishment of Centres of excellence for vocational education that will ensure appropriate training available for the labour force in the IGAD region adapted to meet the needs of a green and sustainable economy.

Objectives

1. To improve the TVET policy and legislative environment and regional qualifications frameworks to build and enhance climate change resilience and adaptation among the IGAD countries

2. To Strengthen and standardize of the TVET Curricula across IGAD countries

3. To facilitate the implementation of a harmonized regional TVET qualifications framework, including recognition of prior learning being developed by IGAD

4. To support the establishment of a regional training of trainer Centre of Excellence for TVET

5. To improve the capacity for 1500 TVET managers and training of trainers (ToT) in the IGAD region to accelerate green and digital transformation as a way to build on climate change resilience and adaptation.

6. To promote and expand Community TVET

7. To build/strengthen regional coordinating mechanisms for implementation, monitoring of progress and dissemination of lessons/best practices.

Dr. Peter Monari Joseph’s commitment to Worlddidac is to enhance the vision and mission of Worlddidac in the African continent. And also, to support and to ensure Worlddidac members to have equal access to business opportunities from the African continent underpinning the value of integrity and ethics as described by Worlddidac. Peter Monari Joseph currently serves as Worlddidac Ambassador for Africa region, TVET Journal Coordinator Africa Articles for TVET (Systems, Tools, and Institutions) and TVET Jobs based in Czech Republic and UNESCO Regional Office for Eastern Africa as a Consultant, Partnership and

Resource Mobilization for Education (Priority Programmes; ICT in Education, TVET-Green Skills for Green Jobs and Campus Africa).

Before joining the Worlddidac Association, TVET Journal and UNESCO Regional Office for Eastern Africa. Peter was TVET and skills development Consultant and funded projects expert since January 2011 for various private companies in Kenya, Uganda, Ethiopia, and Ghana. He developed and implemented several projects related to development cooperation, private sector engagement, trainee mobilization with specific focus on women mobilization, organization of job fairs and national skills competitions in Kenya.

Peter serves on many international panels including as a commission member of International Union for Conservation of Nature (IUCN) under the Commission on Education and Communication (CEC) -2021-2025, Commission on Ecosystems Management (CEM)-2021- 2025 and WorldSkills Kenya-Technical Delegate, Member - Competitions Committee representative and General Assembly representative to WorldSkills International.

Born in Isena, Nairobi, Kenya in 1988, Monari holds a Ph.D. in Computer Science, MSc in Information Technology Management (Computer Science) plus a software engineering degree from the University of Johannesburg, University of Nairobi and KCA University respectively, he has 8 years of relevant professional experience in TVET and employment promotion for young people and women, private sector engagement, trainee mobilization and organisation of job fairs. During his academic career, he was visiting various industries in Europe to benchmark with the best practices of governance on establishment of dual VET (dTVET) education. Developing a structural policy for reshaping learning, professional (lifelong learning) and skills development for young people in Africa. Specially developing synergies and partnerships in relation to Sustainable Development Goals (SDG 17). To enhance public private partnerships with learning institutions, industries, governments, experts, and international research centers in the education sector entirely. Ensuring skills development for Africa is spurred to achieve the social-economic development for Africa countries. Particularly skills and access to quality education for young people and women across Africa.

Ma, please tell us a little about your childhood. Which schools did you attend?

As a child, I had a fulfilling upbringing that laid the foundation for my future in education. I attended Queens School Ibadan, where I finished with Distinction. I completed my undergraduate degree at the University of Ibadan as a University Scholar and a recipient of the National Merit Award. My formative years greatly influenced my passion for learning and set me on the path to contribute to the field of education.

I believe your late father also held a public office. Was it ever your plan to follow in his footsteps?

My late father was the Commissioner for Economic Development and later Commissioner for Education in the Western Region in the mid seventies. His commitment to service influenced my perspective. While I admired his work,

Inter view with Hon. Mrs Folasade Adefisayo

THE IMMEDIATE PAST COMMISSIONER OF EDUCATION, LAGOS STATE.

Meeting Mrs Folasade Adefisayo, a sense of calm comes over you. A quiet but sure feeling that no matter what comes up, all will be well. No sense of a captain-less or rudderless ship. There’s an assuredness that someone is in charge and that person brims with confidence hinged on an abundance of competence and that most invaluable of qualities required for effective leadership, experience. Given the opportunity, I would interview her every week. But as we all know, life is not always fair, so go ahead and enjoy this one wonderful opportunity given.

Hon. Mrs Folasade Adefisayo is the immediate past Commissioner of Education, Lagos State and we at EduTimes Africa, feel truly privileged to have been given the opportunity to interview this outstanding performer. To whom much is given, much is expected. We thank you for not disappointing ma.

my passion led me towards a career in education. I believed then, as I do now, that education is a powerful force for positive change and development.

Considering the high cost of living, which includes the high cost of transport now, would you support a hybrid educational system where students only do two days in school and three days learning virtually at home? If yes, will the current infrastructure adequately support it?

Simultaneously, it is imperative that we thoroughly assess the associated risks. The school environment extends beyond academics; it allows children to grow alongside their peers and be exposed to diverse experiences. School can also be a physically and emotionally safe haven for vulnerable children. Could this ethos be maintained within a hybrid system, or do we risk children growing up tethered to

screens? It is indeed a thought-provoking idea that warrants thorough examination. We must scrutinise the fundamental purpose of the educational system and whether a hybrid model aligns with its multifaceted objectives.

Teachers, especially those in primary schools have complained of excess workloads due to a shortage of qualified teachers, lack of breathing space even during holidays, poor infrastructural facilities in schools, inadequate funds to meet day-to-day running costs, etc. How do you think governments across Nigeria and Africa should respond to these similar challenges?

I am acutely aware of the challenges teachers face, particularly in primary schools, and primary schools hold immense importance in my view of education. We addressed some of

these concerns during my tenure as the Commissioner. The Lagos State Government initiated the EXOEXCEL program to bolster teachers’ efforts in enhancing pupils’ numeracy and literacy skills. Equally noteworthy was the substantial increase in running costs allocated to primary school head teachers. Recognising the significance of collaboration, LASUBEB, in partnership with the private sector, introduced The Project Zero Programme. Through this initiative, kits containing school uniforms, shoes, and essential classroom resources were distributed. Based on these experiences, I would say tackling these challenges requires different holistic approaches and a collaborative effort between governments, educational institutions, and communities.

Has EKOEXCEL helped to improve the quality of primary education in Lagos State? If yes, how?

EKOEXCEL has been instrumental in enhancing the quality of primary education in Lagos State. Through this initiative, we have trained teachers, provided modern teaching materials, and improved learning environments. The program’s impact is evident in improved learning outcomes. Most primary school students in Lagos State can read and speak better than their peers and this can only improve.

How is the school feeding programme important to students and their education?

It serves not only as a means to address the crucial issue of nutrition but also as a catalyst for increased school enrollment and attendance. By ensuring that children receive nutritious meals, we contribute to their overall development and well-being, creating a positive impact on their educational journey.

Nigeria has for some years recorded the highest number of out-ofschool children in the world. How do you think state governments across Nigeria can help resolve this lingering problem?

The issue of out-of-school children deeply concerns me, and it was among the final initiatives undertaken before my tenure as Commissioner concluded. We initiated a statewide survey to estimate the number of out-of-school children in Lagos State.

Understanding the true extent of this challenge is paramount in formulating effective solutions. I hold the view that the emergence of technological innovations in education could be a transformative factor. Technology, coupled with stakeholder collaboration, are pivotal instruments in tackling the issue of out-of-school children. By harnessing a deep understanding of these challenges and leveraging the collective expertise and resources of stakeholders, state governments can formulate meticulously crafted strategic initiatives to effectively

the COVID-19 pandemic presented unprecedented global educational challenges. Despite the difficulties, the remarkable collaboration among stakeholders was pivotal in our swift adaptation.

To mitigate the risk of learning loss, the Ministry proactively engaged with private sector organisations, receiving valuable assistance in kind. We leveraged technology for remote learning. Novel approaches were introduced, such as broadcasting video-recorded classroom lessons on TV and Radio through dedicated stations. In a bid to bridge the digital divide, we distributed 28,000 mobile devices pre-loaded with audio notes of classroom content to students, ensuring that learning remained accessible. Our teachers on their own initiative were a formidable resource. They taught on all available social media including WhatsApp and Telegram as well as Youtube and were determined that their children would keep learning. While the challenges were formidable, we navigated through them with a resolute focus on ensuring the continuity of learning. The unwavering support and guidance from Governor Babajide Sanwo-Olu played a pivotal role in our ability to surmount these challenges and maintain our commitment to education excellence.

After spending a few years in the public sector as Commissioner, how would you suggest Nigeria and Africa go about developing an EdTech strategy?

A comprehensive framework, cultivated through a collaborative partnership between the government and pertinent stakeholders, is imperative. It will lead to a profound understanding of educational technology and its impact on the educational landscape.

address this pressing concern.

The COVID pandemic lockdown, which saw almost all schools globally close shop for months on end, came when you had been in office for only a few months. Talk about being thrown in at the deep end. This must have been one of the most trying periods you faced in office? How did you overcome all the challenges?

It was indeed the deep end because

Moreover, facilitating a symbiotic relationship between educational technology providers and industry experts is crucial. This synergy enables the exchange of insights, resulting in the development of tools rooted in a deep understanding of the sector’s intricacies, thereby addressing real challenges effectively. Collaboration with technology firms and other stakeholders can be a catalyst for pioneering innovations in education.

Additionally, it is of utmost importance to give precedence to digital literacy and teacher training initiatives. Investment in programs that empower educators with the requisite skills to adeptly incorporate

technology into their teaching methodologies is pivotal.

Do you believe university is for everybody? Is a university degree a must for someone to live a meaningful and fulfilling life these days?

While a university education can provide valuable skills and knowledge, it’s essential to recognise that higher education is not the only path to a meaningful and fulfilling life.

Vocational training, apprenticeships, and skill development programs are equally valid routes to success. Our educational system should embrace diversity and offer multiple pathways for individuals to achieve their goals and contribute meaningfully to society.

How do you view the imminent use of AI by students in Nigeria, following the trend of their counterparts abroad? Do you view AI as a friend or foe?

The emergence of AI in education is a significant development with vast potential. I view AI as a tool capable of augmenting the educational journey and delivering tailor-made learning experiences. It is evident that we, collectively, are still comprehending the full scope of AI’s capabilities; this applies not only to users but to its developers and the AI itself, which continuously learns and evolves.

While there may exist instances of misuse or undue reliance, these isolated cases do not overshadow the potential inherent in AI. The emphasis should rest on responsible utilisation and seamless integration into the educational framework.

Not long ago, the whole country was shocked to learn about a girl who faked her JAMB result, claiming to have scored the highest in the country. What do you take away from this incident? Exams are not for everybody. Can there be an alternative mode of assessing knowledge?

The incident underscores the importance of integrity in education and the need for a holistic approach to assessment. While exams are a standard evaluation tool, they may only capture part of the spectrum

of a student’s abilities. Alternative modes of assessment, such as project-based evaluations, practical demonstrations, and portfolios, can provide a more comprehensive view of a student’s knowledge and skills.

What are your post-public office plans, ma?

As I transition from my role as Commissioner for Education, my commitment to education remains unwavering. I plan to continue advocating for educational excellence and innovation. Whether through academic collaborations, consultancy work, or active involvement with NGOs and initiatives aimed at improving education,

I am dedicated to contributing to the advancement of learning in Nigeria. My goal is to ensure that every student has access to quality education and the opportunity to thrive in a rapidly changing world.

Thank you for these thoughtful questions, which allow me to reflect on my journey and my vision for the future of education in Lagos State and beyond.

Mrs Folasade Adefisayo served as the Honourable Commissioner for Education in Lagos State, Nigeria, during the first term of Governor Babajide Sanwo-Olu’s administration. With a wealth of experience in the education sector, she made significant contributions to transforming education in Lagos State. During her tenure, Mrs Folasade Adefisayo led key initiatives that led to notable improvements in learning outcomes, educational technology and stakeholder management. Under her leadership, Lagos State’s WAEC pass rate surged from 39% to 80%, a 100% increase. Her achievements gained global recognition, earning her invitations to speak at prestigious conferences in the UK, USA, Finland, and South Africa, including esteemed institutions like theBritish Council and TheBrookings Institute.

Before her appointment to the Lagos State Cabinet, Mrs Adefisayo was the Principal Consultant/CEO of Leading Learning Limited, an educational consulting firm

in Nigeria. She worked with several public and private schools, state governments, NGOs, and development partners. She provided advice, guidance and implemented strategies to facilitate teacher training, foster leadership development, establish schools, and drive school transformations. Throughout her extensive career, spanning nearly 40 years, Mrs Adefisayo has gained diverse experience in organisational restructuring, banking operations, human resources management, international trade, and education. She retired from her role as the Executive Director and CEO of Corona Schools’ Trust Council in 2010, having served in that capacity for eight years. From 2010 to 2014, she voluntarily served as the Director of Corona Secondary School, Agbara. In 2011, Mrs Folasade Adefisayo demonstrated her commitment to Education and professional development by completing a postgraduate degree in Education at the University of Nottingham, where she achieved distinctions at the diploma and master’s levels.

Mrs Folasade Adefisayo is an education activist and a passionate advocate for student learning, school transformation, and teacher training. She is deeply concerned about the learning crisis in Nigerian schools. She has volunteered her expertise to collaborate with the Federal Government, Lagos, Oyo and Osun State Governments. She has dedicated her time to improving the lives of others, engaging as a volunteer with various NGOs, including the Federal Nigeria Society for the Blind, Volunteer Corps, Junior Achievement, Teach for Nigeria, Fate Foundation, Yedi, Oando

Spotlight on ALTS Education;

its genesis, operation and its driving force.

By Mrs. Anthonia Foluke Sawyerr | Managing Partner | ALTS Education

ALTS Education was established in 2010 with the sole purpose of assisting the Nigerian students who want to study abroad find the right school and the right course of study. It is important that Nigerians get real value for the investment they are making on education and the children/students do not end up in ‘mushroom’ schools.

As a Nigerian organization who has the

ALTS Education was founded and managed by myself (Mrs. Anthonia Foluke Sawyerr), a product of a catholic girls boarding school in Nigeria. I did my A Levels at the Federal School of Arts and Science, followed by a Bachelors in English Language from the Lagos State University, prior to relocating to the UK, where I did my Masters, raised three children, lived and worked for over two decades.

The idea of the ALTS initiative stemmed from my own personal experience of raising my three children in the UK; where I had to carefully navigate the educational system with very little understanding prior to that. Yes, there is a system there and you must understand the rules of the game. The catchment areas, the 11 plus exams, the grammar school option, the church schools, selective vs non-selective, the independent and public school options etc. Above all, your post code matters! Your neighbourhood counts for a lot. The only thing that worked for me was my passion, my curiousity, my relentless ability to research about the system and the sheer interest I have in education, coupled with my husband’s input, who had attended a UK boarding school from the age of 12 - all of these came together and provided me with the robust understanding I needed.

anxieties and challenges for year 6 students. I was of course armed and loaded with information on the process. Word went round the school that you should be speaking to ‘Abi’s mum…’ (myself) ‘as she can assist’ and that is exactly how it all began. Basically, informally assisting other parents at my children’s primary school in the UK. The primary school years were followed by time at grammar schools and independent schools, after which the three progressed to university and college to study Medicine, Law and French and Piloting respectively.

interest

All of my research and hard work paid off. Although my children had attended a paid Montessori nursery, we were able to get them into an excellent Church of England Primary school in Belgravia where we paid nothing. Whilst this sounds pretty straightforward, our postcode and being a member of the church of England in the parish made it possible. Transitioning to secondary school came with its own

Knowing the amount of work I had put into understanding the system and identifying the right schools for my children and seeing how little others knew as I engaged other parents about the options they were considering, it then dawned on me that the parents from overseas must find it challenging to select or identify the most suitable school for their children. This is the point I spotted a gap and an opportunity to assist fellow Nigerians who might find my knowledge useful as I had started coming across a decent number of Nigerian students coming out to boarding schools in the UK.

Not only did we have a thorough and full experience of the UK education and system, the opportunity to live and work as expatriates in Dubai for a brief period gave my children and I the perspective

of Nigerians at heart, ALTS do not take lightly the responsibility bestowed on us, we take every word in our motto seriously - ‘Investing in our children and the future of Nigeria through International and Global Education’ - ALTS.

of schooling abroad when they attended Repton Dubai.

As a Business Consultant in Advisory Services with KPMG, I am a trained consultant with transferable skills. I left the world of business consulting in 2010, when we moved from Dubai to Nigeria and followed my passion to move to education consulting. In 2010, ALTS Education was born. Being in Nigeria with my children in school here attending Grange school and Greensprings school, was perfect. I was not only a ‘Study Abroad Education Consultant’, I also had the opportunity to be a mum at some of the schools many of our prospective students come from.

At ALTS Education, we provide a wide range of bespoke services to our clients. We keep abreast of the ever-changing requirements, curriculum and policies and are able to provide holistic advice to both parents and students. Our expert consultants cover all stages of education from prep school level to post-graduate level, career counseling and much more.

It is important that the schools come out to Nigeria to meet directly with the students on their home soil. We run a boarding school fair every year where we invite boarding schools from the UK,

USA, Canada and Switzerland to visit Nigeria and meet directly with the students and parents. We want to ensure that Nigerian parents who choose to send their children abroad are making the right and informed choices. Our Boarding School Fair for 2023 is scheduled to take place in October; see below schedule. We will have 35 schools from the UK, Canada, USA and Switzerland in attendance. It is important that we do a mixed fair and have all the countries Nigerians like to go and study represented in order to provide parents and students

with options.

The visiting schools are a mix of highly competitive and mixed ability schools, coed and single gender schools. They offer a wide range of activities and extra-curriculum. The schools have been carefully selected.

I will stress again that, we do not take the

responsibility bestowed on us lightly when it comes to finding the right school for our students. A school can either make a child or break a child! We do not do this blindly and we do not do ‘cut and paste’. A big part of what ALTS Education does is visit schools, inspect their academic and boarding facilities, ensuring they are fit for purpose.

ALTS BOARDING SCHOOL FAIR 2023 35 BOARDING SCHOOLS VISITIN FROM THE UK, USA, CANADA & SWITZERLAND

SATURDAY 14th OCT .

10.30AM - 6PM

LOCATION: RADISSON Blu Anchorage - Ozumba Mbaddiwe Avenue, Victoria Island, Lagos

SUNDAY 15th OCT . 10.30AM3.30PM

LOCATION: RADISSON - (formerly Protea) Isaac John, GRA, Ikeja

In addition to boarding school placement, we also assist students with undergraduate and postgraduate admission and help

with their study permit application. We provide an end to end service.

Mrs. Anthonia Foluke Sawyerr Managing Partner ALTS Education

Location: Victoria Island, Lagos

Email: schools@altsconsulting.com

Tel.+234802 973 0700, +234 818 000 0500. | IG: altseducation | Website: https:// altsconsulting.com/

STUDENT: The Power In The Name

By Gbemisola Oluwasina

I have been in climes, virtual and physical, in which the name ‘student’ is frowned upon and regarded as derogatory. The prevalent idea is that students are poor, lazy liabilities who should do everything possible to change their status quickly. These narratives are horrid, but they highlight a level of ignorance that I find humorous.

You know why? The reason is that a lot of us have lost the true meaning of the word. We tend to associate it with just being stuck in the four walls of a school or classroom.

A student is not someone who is dependent on family and friends. He or she is not just someone who wears a uniform and who has to maintain an academic standing.

A student is someone who is being taught by someone who is more experienced. A student is someone who is learning or investigating something. Here is what B. B. King said about learning: ‘The beautiful thing about learning is that no one can take it away from you.’

Would you disagree if I made the claim, then, that we are all students? We all are; life teaches us something every minute of each passing day. Life itself is an exploration.

Furthermore, the African climate has unfortunately watered down the role and importance of students; especially in terms of relations between countries. They are global citizens who are able to affect people in different parts of the world. The time spent in school is to make connections with future stars, to garner unique experience and to be prepared for vast opportunities.

This is not a hype-me-up article. It is a charge, intended to shake you up. Dear student, you are not helpless. The

power you have is not to extort your guardians. It is not to create chaos or to be recruited into wrong groups. Your power lies in discovering your unique competence, growing it and adding value to lives. Your status as a student is not insignificant. It is super important to national and global existence. Dear student, the days will roll by and the years will pass. You will not be in school forever and you will realise that skills can be learned. You don’t want to be left in the cold of change and uncertainty. You don’t want the heat of shattered dreams and frustration, either. Did you know that certain opportunities are time-bound while others are age-bound?

You can contribute actively to global issues. You can create a new value system. You can inspire others to do more with themselves, in accordance with their Maker’s design. You have power. Yes, you do.

‘Intellectual’ is cool. ‘Studious’ is in vogue. Success has hundreds of fans. It leaves clues, too.

Are you linked to your creator? If you are, you are unstoppable. Education is a privilege; maximise it to make your life and others’ lives better. Cheers to greatness!

‘The man who does not read books has no advantage over the one who can not read them.’ Mark Twain

Gbemisola Oluwasina is also known as Elegant Inker. She is committed to helping (personal, business, corporate) brands accelerate their visibility, influence and profit through writing services and coaching. These (areas of) service(s) and coaching range from: creative writing, content writing, editing and proofreading, ghost writing, content strategy consultation, transcription to copy writing. She has worked with 10+ brands, authors and writers. She has

had her poems and articles published in magazines, too.

Gbemisola has been told that she is blessed with a voice that enriches what she says. She enjoys speaking, and has honoured 20+ virtual speaking invitations from 2020 till date. These engagements covered topics around: writing, content creation, online business, social media positioning, public speaking, (self) leadership, the Christian faith and albinism. She looks forward to more of these, as well as to features in the media and TED(X).

Gbemisola is a student of International Relations at Covenant University, who has had the privilege of occupying different leadership offices. She is a recipient of numerous certificates and awards. She is an ardent believer that individuals are responsible for the achievement of organisational and national goals. She is a lover of Abba and of the progress of others. She likes to sing, to learn other languages and to make beaded articles. She can’t say she is a lover of games, but is thankful to have a hang of Scrabble. She Ioves the colours, purple and lemon.

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