Education
The Impact of Smaller Classes on Education
By Zubair Suliman
We’re often told that education is the best way out of poverty, but for many in Sub-Saharan Africa, the path out is often broken, especially for those who need an escape route the most.
There are many reasons why education barriers in the sub-region persist. For one, enrollment levels remain a problem. World Bank economists found that more than one in five primary school-aged children in Sub-Saharan Africa weren’t in school last year. And, according to ISS African Futures, once kids are in school we also battle to keep them there.
Despite progress made since the Education for All movement in the 1990s, there are still too few teachers to cater for the growing student population, according to the Common Wealth of Learning – resulting in lower engagement time with individuals and higher workloads for teachers. The 2023 Sustainable Development Goals (SDG) progress report lays bare just how far behind the world is falling in achieving quality education for all.
Without more investment, only one in six countries will reach the target of getting all its adults to finish secondary school. A goal which, according to UNESCO, if achieved, could reduce global poverty by half. The SDG progress report indicates that more capital is also needed to close the nearly $100 billion yearly financing gap that lower and middle-income countries face. Without this funding, SDG education targets will remain unattainable.
But where should we invest to make the biggest impact on learner retention and outcomes? With time running out to meet UN goals to end poverty and promote prosperity, let’s look at the funding channels which have the most influence on a child’s school day for solutions.
Improve the daily school experience
Researchers for the International Journal of Educational Research analysed just under two decades of peer-reviewed research to understand what kinds of projects resulted in benefits for school kids.
Interestingly, the amount of money available to a school doesn’t necessarily correlate with student performance on “learning outcomes” such as reading for comprehension or their understanding of mathematics and science.
According to the ISS African Futures, interventions that can change a child’s daily school experience in a meaningful way make a huge difference because such projects can shield pupils from factors such as lack of desks, textbooks and equipment that can make learning more difficult.
Infrastructure projects, student performance incentives and support for teachers and their teaching methods were all among the ‘best buys’ for education.
Learners at electrified schools, for example, get better grades because they can study for longer on dark days or in after-school programmes. According to a paper published in Science Direct, scholarships can motivate students by exposing them to opportunities they wouldn’t otherwise have known about. They also help alleviate the cost of education, even in countries like Uganda where primary school is free but parents still struggle to afford uniforms and books.
The quality of the lessons children have also plays a huge role in how well they do. Schools with teachers that have greater knowledge of the subjects they teach, tend to produce students with better grades.
Smaller classes, more trained teachers, better outcomes
Class sizes impact both learning and a teacher’s willingness to stay at that school. Smaller classes allow educators to address individual challenges and go beyond just delivering educational content.
The student-to-teacher ratio measures the number of students per teacher in a class. Malawi and Tanzania have some of the highest ratios (55:1 and 57:1, respectively), while Botswana has the lowest.
According to the Litera Centre, optimal ratios vary based on economic and population factors. Lower ratios often mean teachers have a better understanding of student interests, goals and struggles enabling timely interventions to improve academic performance. When combined with teachers who have advanced subject knowledge, lower ratios can provide even more meaningful support to pupils.
Investing in impact
Norsad has invested nearly $40 million in social infrastructure services to improve education on the continent. Our investment partner Nova Pioneer schools, with their low student-to-teacher ratios, demonstrate the positive effects of this approach. Across 13 campuses in Kenya and South Africa, 4 400 learners benefit from two teachers in every classroom.
This structure allows teachers to focus on developing both problem-solving and soft skills, equipping learners for the knowledge economy. Teachers are trained as facilitators who encourage student-led solutions, fostering critical thinking skills in every class. Learners get a solid foundation in developing skills aligned with the fourth SDG: providing young adults with relevant skills for 21st-century jobs.
Facilities like school labs amplify the impact of this learning model, enabling exploration rather than rote memorisation and this can foster innovation skills necessary for modern careers. In these times interpersonal skills aren’t just nice to have, they are foundational.
“You can expect your voice to be heard,” said one student when asked how Nova Pioneer is different from other schools. This matters because “you start believing in yourself and the things that you can do,” she says.
Unlocking potential
Despite lagging progress on the education SDG targets, immense potential remains. As research shows – investments in infrastructure and human resources that directly improve students’ school day lead to better learning outcomes. From reading comprehension to coding and robotics skills, impact investing can help close critical skills gaps, reduce poverty and gender inequality and promote prosperity.
This International Day of Education, let’s strengthen our partnerships and turn to tactical investments so we can build a better, more equal Africa.
By Modupe Gbadeyanka
Teachers in Oyo State on Monday, June 1, 2026, commenced an indefinite strike to protest the abduction of their colleagues and some pupils about two weeks ago.
The teachers withdraw their services from schools until further notice in compliance with the directive of the Nigeria Union of Teachers (NUT).
In a statement on Sunday, the group said the industrial action affects all public primary and secondary school teachers in Oyo State.
They are aggrieved over the continued captivity of abducted teachers and pupils, whose rescue and safe release remain uncertain.
According to the union, the prolonged detention of the victims has created fear and anxiety among teachers, discouraged parents from sending their children to school, and heightened tension across communities in the state.
The NUT said the industrial action is aimed at drawing the attention of government authorities to the urgent need to intensify efforts toward securing the safe release of the abductees without further delay.
It urged all teachers to comply fully with the directive, remain law-abiding, and stay safe in their respective homes throughout the period of the strike.
The association also reaffirmed its solidarity with the abducted teachers, pupils, and their families, stressing that lawful engagements with relevant government authorities would continue until the victims regain their freedom.
The NUT assured members that it remains committed to protecting the welfare and security of teachers and learners across the country.
A few weeks ago, some terrorists stormed the Orire Local Government Area of Oyo State and kidnapped dozens of children and teachers. They have remained in captivity, with the federal government only sending a delegation to the town on Sunday, May 31, 2026.
By Modupe Gbadeyanka
On Wednesday, June 10, 2026, KolaDaisi University (KDU), in a bid to strengthen the talent-to-industry pipeline, will hold its inaugural Career Fair at its campus in Ibadan, Oyo State, with over 200 final-year students, alumni, and a diverse range of leading employers across multiple sectors expected to partake in the programme.
The one-day event, organised by the Directorate of Advancement and Alumni Relations, will feature participation from top-tier organisations spanning finance, consulting, technology, manufacturing, and other key industries.
Participating companies will engage directly with students, offering opportunities for graduate trainee programmes, National Youth Service Corps (NYSC) placements, internships, and entry-level employment.
In addition to recruitment opportunities, the Career Fair will include a series of industry-led sessions, panel discussions, and networking engagements designed to provide students with insights into workplace expectations, emerging career trends, and professional development pathways.
“At KolaDaisi University, we are deliberate about preparing our students for life beyond the classroom. This Career Fair represents a critical platform for fostering meaningful engagement between our students and industry leaders.
“It is not just an event, but a long-term investment in partnerships that will drive innovation, talent development, and economic growth,” the President of the Directorate of Advancement and Alumni Relations, Mrs Olasumbo Obaseki, stated.
The Career Fair underscores the university’s commitment to equipping its students with not only academic excellence but also the practical skills, professional exposure, and networks required for success in today’s competitive labour market.
It is put together in collaboration with key industry partners, including Chapel Hill Denham, Mobile Screens and Sound Limited, SKOT Communications, LEADWAY Assurance, HighlerLife Properties Consult Ltd, Idea Konsult, New Horizons Nigeria, alongside several other organisations committed to nurturing emerging talent.
These partnerships reflect a shared vision of developing a workforce that is both competent and responsive to evolving industry needs.
This impactful and timely initiative is an essential platform for aligning academic outcomes with industry expectations.
The initiative forms part of KDU’s broader institutional strategy to enhance graduate employability through sustained industry engagement, career readiness programmes, and alumni relations.
By creating structured opportunities for interaction between students and employers, the institution continues to position itself as a forward-thinking institution committed to producing globally competitive graduates.
By Modupe Gbadeyanka
Professor Segun Aina has been appointed to replace Professor Is-haq Oloyede as the Registrar of the Joint Admissions and Matriculation Board (JAMB). The two-term tenure of his successor expires on July 31, 2026.
Mr Aina was chosen for the position by President Bola Tinubu, and he is expected to bring to bear his vast experience, knowledge and practical insight into the operations of the board, to take the critical educational organisation beyond the laudable heights achieved by his predecessor.
According to a statement on Thursday by the Special Adviser to the President on Information and Strategy, Mr Bayo Onanuga, Professor Aina, who will be 40 in July, is a distinguished academic and systems expert with extensive experience in national examination systems, digital infrastructure, and public-sector institutional reform.
He holds a Bachelor of Engineering in Computer Systems Engineering from the University of Kent, an MSc in Internet Computing and Network Security, and a PhD in Digital Signal Processing, both from Loughborough University, United Kingdom. He has also completed the Senior Management Programme at Lagos Business School.
A Professor of Computer Engineering at Obafemi Awolowo University, Ile-Ife, Mr Aina began his career with JAMB during his National Youth Service, gaining foundational experience in national admissions and data-driven institutional processes. These insights have shaped his ongoing contributions to examination reform and systems optimisation.
With over 15 years of post-graduation experience, Professor Aina operates at the intersection of technology, policy, and institutional transformation, advising federal and state governments on system design, digital transition, and operational reform. At 39, he became one of Nigeria’s youngest Computer Engineering professors and will now make history as JAMB’s youngest registrar.
He has served as a consultant to major examination bodies, including NECO, NABTEB, and various State Ministries of Education, providing expertise on ICT systems, examination integrity, and digital process optimisation.
Professor Aina is a member of several professional bodies, including the Council for the Regulation of Engineering in Nigeria (COREN), the Nigerian Society of Engineers (NSE), the Institute of Electrical and Electronics Engineers (IEEE), and the Institution of Engineering and Technology (IET).
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