Education
COVID-19, Educators, Students and Post-COVID Reflections
By Ibironke Olurotimi
When the news of Nigeria’s first confirmed COVID-19 case dropped that morning in Late February, none of us was prepared for what lay ahead. We all thought we’d beat this just like we did with Ebola.
Faith-filled Nigerians continued to post things like “this too shall pass” on their WhatsApp statuses and other platforms. Here we are 60 days after and we can only hope we get out of this as fast as we can so we can gather the ruins of our broken economy and systems and begin building our “new normal” as a lot of thought leaders have postulated.
The government closed all schools in a bid to contain the spread of the COVID-19 pandemic and keep our children and all schools staff safe. This nationwide closure has affected our education system in no small measure and we have to deal with the effects of these on teaching and learning. The government has put in a lot of effort in responding to this sudden transition because children have had to learn from their homes.
Some of the interventions put in place by the government is the education and TV radio which has a wide reach and helps to close the inequality gap that has been suddenly created by the school closures. There is also digital content made available on portals hosted by the government to serve children who have access to the internet. Private organisations are also providing solutions at almost rock bottom prices and some absolutely free just to ensure that the learning of our children does not stop because education cannot wait. Some are partnering with the government to make content available online with no attendant data charges.
Sadly, some children will fall back because their learning was placed on hold, due to several factors ranging from loss of parents, poor and illiterate parents etc. Some will not be able to come back to school thereby increasing the number of out-of-school children which stands at 13.5 million nationally, a menace we all are collectively working to reduce and ultimately eradicate. All of these being said, the pandemic will come to an end at some point and we would be left with the after effects to deal with, how will we respond as education practitioners???
Post COVID-19, teachers will have little time to get their students up to speed and the might live with the pressure to ensure their children are open to learning again, putting into consideration that no child must be left behind.
Now more than ever before, teachers must begin to look at strategies, skills and practices that will help deal with the effects of COVID-19 and successfully get themselves prepared for times like these. I would outline a few things that education practitioners can begin to reflect on:
Flexibility in teaching: We cannot afford to go back to business as usual. Teachers will have to develop the ability to use:
- Data to inform teaching methods and strategies: Relying on using data generated from the classroom to inform the teaching strategy that would be employed. Simple assessments can be used to ascertain the levels of the children and then tailor their teaching to meet their needs. Teachers must always assess the impact of their learning strategies and be adept in not just gathering but cleaning and interpreting data.
- Digitised learning materials and digital skills: The internet houses a lot of innovations that can help teachers improve their teaching methods and strategies. We cannot shy away from the fact that the future is tech and a lot of learning in the days to come will be driven by technology. Teachers can also begin to introduce technology to drive learning in their classrooms, going from simple to complex. (Thisis very critical for those who are just easing into the digital world)
- Teach 21st century skills within their class: Using different teaching methods that embed this skill and measure the impact of these methods with relevant assessments. (Public education practitioners get in here!)
Differentiation: It would be important to note that we can’t return to business as usual. Children must now be taught at their levels. The one size fits all approach that might have been used in the past will not work ( It has actually never worked). Teachers must develop the ability to develop differentiated instruction. To create instructions that would meet each child at their level, teachers must:
- Develop empathy
- Understand that differentiated instruction is a blend of whole-class, group, and individual instruction,
- Plan : Be proactive in planning for their classes and putting all learners into consideration,
- Manage their classroom more effectively now more than ever before so that no one is lost in the cracks.
- The government and education planning bodies (MoE) must also support the teachers with resources and the required support for teaching and learning that would enable them carry out their activities effectively.
Planning: “He who fails to plan, plans to fail”
To remain ahead and relevant in times like these teachers can stay ahead by being:
- Informed: staying ahead by reading and studying about teaching and learning around the continent and in the global scene. Those who are able to think ahead and plan are those who will stay relevant.
- Critical thinkers: Those who are open-minded are quick to learn, unlearn and relearn
- Need peer support in communities for example teacher communities like The executive teacher, TTNF, school linkers etc.
- Prepared for eventualities like COVID-19 or worst-case scenarios; by producing resources e.g. Key points and study packs for emergencies especially those preparing for transition examinations like WAEC, UTME
Educators should also develop good relationships with parents so that collaboration with the parents can help learning continue at home. This is particularly important as a lot of parents are clamouring for support on how they can keep engaging the children this period.
Ibironke Olurotimi is an Amani Fellow and a 2018 New York Academy of Science STEM Mentor. She is a social innovator who works at the intersection of Social development and Education. She is based in Lagos, Nigeria.
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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